[[abstract]]本研究參與者為五位23-35歲的年輕女性，她們在高中階段分別被鑑定為數理、語文、音樂、美術與舞蹈資優生，目前這幾位女性均已就業，在專業領域上有優秀表現。本研究經由文件及訪談蒐集資料，分析她們的人格特質與生涯發展的關係。研究結果發現，五位優秀女性擁有正向的人格特質如：積極堅持、喜歡變化、富創造力、獨立自主、自動自發、自我調適、復原力強、要求完美、自我肯定、個性隨和、人際良好、能忍受孤獨、能夠知足而有幸福感等，這些特質讓她們在生涯發展的過程中，能走過困難及挫折，並進而自我實現。現在無論是在業界、學界或在教學，這些研究參與者在工作崗位上熱衷且專注。不過，也有幾位研究參與者要求自己像女王蜂般地工作以平衡家庭與事業，且要成為能力與外在各方面都完美的綜合體，她們致力於創造平衡與和諧，也較難跳脫社會對女性的刻板要求，因此讓她們陷於焦慮狀態，在生涯抉擇間徬徨猶疑。本研究中五位研究參與者的人格特質如果對生涯發展是一種助力，這些正向的特質或可做為資優學生成長的典範；如果女王蜂般地工作傾向對五位研究參與者來說是焦慮與壓力的主要來源，也期望資優女性學生在成長的過程中能夠突破角色期待的限制，充分邁向自我實現。對於女性學生，教育工作者可以協助其多認識自己、澄清價值、增強她們抉擇的能力。另外，提供角色楷模，讓她們能在前人的腳步之後，減少猶疑、焦慮的時間，以使潛能發展更順利當是必須的。This study aimed to analyze the influence of personality traits on career development of five young gifted females aged 22-35. The subjects, who were graduated from senior high gifted/talented classes in 1986-1998, were separately identified as the gifted/talented in Science, Language Art, Music, Dance, and Visual Arts. These five gifted females are in the working field currently, showing work commitment and achieving distinction in professional areas. Their high achievements attracted the researchers to study their personality. Through interviews with each subject, we found they were active, persevering, eager to take on challenges, self-initiated, creative, independent, capable of recovering from failure, able to adapt to frustration and pressure, having good interpersonal relationship, viewing working as self-fulfillment, having healthy perfectionism, enduring loneness, and being self-satisfied. Whether they are business managers, professors, teachers or students, they commit themselves thoroughly and with enthusiasm. But under the conflicts of gender stereotype, some mated subjects were very much concerned and anxious about keeping balance of being "queen bees," playing as traditional decent women with higher family responsibility and individually successful working women in male-dominated society at the same time. They might have experienced difficulties in making career choice. When these young gifted females' personalities played a supporting role in their career development, in this study, these positive traits could be an role model for other gifted to learn. But when queen bee life turned out to be an obstacle to advancement and anxiety and stress to the five subjects, there was a hope for other gifted females to break through restrictiveness of gender expectation and fulfill their dream. Educators, therefore, played a vital role of helping young gifted females recognize themselves and values, strength their ability of making choice, and provide models to reduce anxiety and hesitation to careers and for imitation so that all gifted females could develop potentials smoothly and successfully.
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机译：[[abstract]]本研究參与者为五位23-35岁的年轻女性，她们在高中阶段分别被鉴定为數理、语文、音樂、美术与舞蹈资优生，目前这几位女性均已就业，在专业領域上有优秀表现。本研究经由文件及访谈搜集资料，分析她们的人格特质与生涯发展的关系。研究结果发现，五位优秀女性拥有正向的人格特质如：积极坚持、喜欢变化、富创造力、独立自主、自动自发、自我调适、復原力强、要求完美、自我肯定、个性随和、人际良好、能忍受孤独、能够知足而有幸福感等，这些特质让她们在生涯发展的过程中，能走过困难及挫折，并进而自我实现。现在无論是在业界、学界或在教学，这些研究參与者在工作岗位上热衷且专注。不过，也有几位研究參与者要求自己像女王蜂般地工作以平衡家庭与事业，且要成为能力与外在各方面都完美的综合体，她们致力于创造平衡与和谐，也较难跳脱社会对女性的刻板要求，因此让她们陷于焦虑狀态，在生涯抉择间彷徨犹疑。本研究中五位研究參与者的人格特质如果对生涯发展是一种助力，这些正向的特质或可做为资优学生成长的典范；如果女王蜂般地工作倾向对五位研究參与者來說是焦虑与压力的主要來源，也期望资优女性学生在成长的过程中能够突破角色期待的限制，充分迈向自我实现。对于女性学生，教育工作者可以协助其多认識自己、澄清价值、增强她们抉择的能力。另外，提供角色楷模，让她们能在前人的脚步之后，减少犹疑、焦虑的时间，以使潜能发展更顺利当是必须的。 This study aimed to analyze the influence of personality traits on career development of five young gifted females aged 22-35. The subjects, who were graduated from senior high gifted/talented classes in 1986-1998, were separately identified as the gifted/talented in Science, Language Art, Music, Dance, and Visual Arts. These five gifted females are in the working field currently, showing work commitment and achieving distinction in professional areas. Their high achievements attracted the researchers to study their personality. Through interviews with each subject , we found they were active, persevering, eager to take on challenges, self-initiated, creative, independent, capable of recovering from failure, able to adapt to frustration and pressure, having good interpersonal relationship, viewing working as self-fulfillment, having healthy perfectionism, enduring loneness, and being self-satisfied. Whether they are business managers, professors, teachers or students, they commit themse lves thoroughly and with enthusiasm. But under the conflicts of gender stereotype, some mated subjects were very much concerned and anxious about keeping balance of being "queen bees," playing as traditional decent women with higher family responsibility and individually successful working women in male- dominated society at the same time. They might have experienced difficulties in making career choice. When these young gifted females' personalities played a supporting role in their career development, in this study, these positive traits could be an role model for other gifted to learn . But when queen bee life turned out to be an obstacle to advancement and anxiety and stress to the five subjects, there was a hope for other gifted females to break through restrictiveness of gender expectation and fulfill their dream. Educators, therefore, played a vital role of helping young gifted females recognize themselves and values, strength their ability of making choice, and provide models to reduce anxiety and hesitation to careers and for imitation so that all gifted females could develop potentials smoothly and successfully.
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