本研究旨在分析不同年級、性別、家庭社經地位的資優學生與普通學生在社會智能上的差異，並進一步探討社會智能和一般智能、學業成就之間的關係。
為達上述目的，研究者首先選取臺北市十所國小三、六年級之資優學生195名及與之配對的普通學生195名為研究對象，使用「國民小學團體語文智力測驗」、「托尼非語言智力測驗普及版（TONI-2）」、「社會計量問卷」、「基本資料問卷」及自編「社會智能量表」為主要研究工具，所得資料以上二因子多變項變異數分析、Pearson積差相關等統計方法進行資料分析。玆將主要研究結果說明如下：
一、資優學生和普通學生在社會智能上略有差異，其差異主要表現在「尊重」的內容向度上，且普通學生的得分高於資優學生。
二、三年級和六年級學生在社會智能上有顯著差異，其差異主要表現在「同理」、「包容」、「親和」、「關懷」等四個內容向度上，且三年級學生的得分高於六年級學生。
三、男生和女生在社會智能上有顯著差異，其差異主要表現在「同理」、「包容」、「親和」、「關懷」等四個內容向度上，且女生的得分高於男生。
四、高家庭社經地位學生和中低家庭社經地位學生在社會智能上略有差異，其差異主要表現在「幽默」的內容向度上，且高家庭社經地位學生的得分高於中低家庭社經地位學生。
五、社會智能與與語文、非語言智力之間並無顯著的相關存在，在各內容向度上，「幽默」與語文智力之間有顯著的正相關；「同理」、「包容」、「親和」、「關懷」與語文智力之間則無顯著的相關。各內容向度與非語文智力之間，亦無顯著的相關。
六、社會智能與學業成就之間有顯著的正相關，在各內容向度上，「包容」、「親和」、「關懷」與學業成就之間有顯著的正相關，「幽默」「同理」「尊重」與學業成就之間，並無顯著的相關。
最後，本研究除對上述研究結果加以討論之外，並綜合結論與研究限制，提出若干在教學輔導及未來研究的建議，以作為資優學生情意教育教學與研究之參考。

This study analyzed the differences of social intellingence between gifted students and non-gifted students in different grades, genders, family socioeconomic staus, and explorde the relationship among social intelligence, general inteligence and academic achievement.
The sample was 195 third grade and sixth grade gifted students from ten of grade schools in Taipei metropolis in contrast with 195 non-gifted students, and the major instruments for this research were"Test of Grade School Students' Verbal Intelligence in Group", "TONT-2", "Sociometry Questionnaire", 'Basic Information Questionnaire", with "Social Intelligence Inventory" which developed by the researcher. The obtained data were analyzed by means of two-way MANOVA and Pearson correlation.
The main findings were as follows:
1. There were differences between gifted students and non-gifted students within the "Social Intelligence Inventory". The main difference indicated on the subtest of respect. The non-gifted students scored higher than the gifted ones.
2. There were significant differences between the third and the sixth graders in the "Social Intelligence Inventory". The main differences indicated on the subtests of empathy, tolerance, friendliness, and concern. The scores of the third graders were higher than those of the sixth graders.
3. There were significant differences between the female students and the male ones in the "Social Intelligence Inventory". The main differences indicated on the subtests of empathy, tolerance, friendliness, and concern. The female students scored higher than the male students.
4. There were differeces between the students with higher SES and those with middle/lower SES, The main difference indicated on the subtest of sense of humor. The students with higher SES scored higher than those with middle/lower SES.
5. There were no significant correlation among social intelligence, verbal intelligence, and nonverbal intelligence. Amone the scales, sense of humor was positively correlated to verbal intelligence. empathy, respect, tolerance, friendliness, and concern indicated no significant correlation whith verbal intelligence. There were no significant correlation between each subtest with nonverbal intelligence.
6. There were positive correlation between social intelligence and academic achievement. Among the subtests, tolerance, friendliness, concern were correlated to academic achievement while sense of humor, empathy, and respect no significant correlation with academic achievement.
In addition,the limitation of research, suggestions for gifted education with further research are also discussed in this study.