本研究旨在探討學生設計思維與後設認知模式在設計過程的關係，研究涵蓋問卷調查與回溯式放聲思考訪談，以設計系大四學生為調查對象，分析設計思維與後設認知兩種模式，與設計過程（包含階段表現、設計行為與時間區段）的對應。結果發現設計思維面向中，創意自信能顯著預測發散階段表現，透過經驗遷移、策略架構、聯想跳躍及決策韌性，為設計者提供多方支撐；掌握設計流程則有效預測收斂階段表現，展現出宏觀節奏控管與局部執行相互配合的層次化調整過程。設計過程中的後設認知運作，共歸納出後設認知知識與技能搭配的八種組合，以DEEP架構來整合後設認知的組合關係，分別是專案深化（D）、專案擴展（E）、策略擴展（E）與整合評估（P）。後設認知高度集中於選定問題方向至選定解決方案間，此區段主要運作設計方案探索與驗證、設計限制辨識與調適兩項組合。深入分析此區段的時間配置，歸納策略調節型與專案發展型兩種後設認知運作傾向：策略調節型的後設認知運作呈現前期發散探索、後期穩定收斂；專案發展型則是先實踐、後優化的過程。兩種類型者於創意自信展現各自特色，於掌握設計流程則都趨向於宏觀視角的階段辨識與任務控管。

This research aims to investigate the relationship between students' design thinking and metacognitive patterns throughout the design process. Adopting a mixed-methods approach, the study utilized questionnaires and retrospective think-aloud (RTA) interviews with senior design students as the primary subjects. The analysis examined how design thinking and metacognition corresponded to the design process, encompassing phase performance, design behaviors, and temporal segments. The findings indicate that within the factors of Design thinking Ability, Creative confidence significantly predicts performance in the divergent phase. Conversely, Mastering the design process effectively predicts performance in the convergent phase, demonstrating a hierarchical regulation process where macro-rhythmic control synergizes with localized execution. Regarding metacognitive patterns, this study identified eight combinations of metacognitive knowledge and metacognitive skills. DEEP Framework was proposed to characterize four higher-order dimensions of metacognitive operation: D_Deepening Project, E_Expanding Project, E_Expanding Strategy, and P_Performance Evaluation. Metacognitive activity was found to be highly concentrated between selecting the problem direction and selecting the final solution, during which Solution exploration and Constraint identification were the predominant metacognitive operations.

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