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研究生：	黃湘庭 Huang, Hsiang-Ting
論文名稱：	團隊協作設計歷程中後設認知調節情緒之研究 Exploring Metacognitive Emotion Regulation in Collaborative Design Team Processes
指導教授：	陳璽任 Chen, Hsi-Jen
學位類別：	碩士 Master
系所名稱：	規劃與設計學院 - 工業設計學系 Department of Industrial Design
論文出版年：	2025
畢業學年度：	113
語文別：	英文
論文頁數：	168
中文關鍵詞：	團隊協作、設計歷程、後設認知、情緒調節、設計思考能力
外文關鍵詞：	Team Collaboration, Design Process, Metacognition, Emotion Regulation, Design Thinking Abilities
相關次數：	點閱：32 下載：5
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本研究旨在探討設計歷程中後設認知調節情緒的作用，並進一步釐清其與設計思考能力之間的關聯。研究聚焦於團隊協作情境，針對工業設計領域之碩博士生，觀察團隊特徵以及個體與整體後設認知調節情緒的表現趨勢。透過為期十週的設計任務，引導參與者撰寫設計歷程日誌並填寫設計思考能力量表，進行質性編碼與量化相關分析，歸納出以下三項主要發現：首先，團隊協作型態對後設認知調節情緒的歷程具有深刻影響。設計歷程中的協作模式、任務階段與團隊成員背景，皆會形塑情緒調節的表現方式與歷程節奏。其次，後設認知調節情緒的效能依賴於歷程的明確性、個體的控制感以及外在的支持系統。當任務方向清晰、個體能掌握進展，且具備足夠的外部資源與協作支持時，更能有效啟動後設認知機制以進行情緒調節。最後，設計歷程中的後設認知調節情緒機制，與設計思考能力的展現呈現高度關聯。能有效進行情緒調節的學習者，較易展現出設計思考中所重視的同理心、開放性、協作與反思等核心素養。整體而言，本研究不僅深化對後設認知與情緒調節於設計歷程中作用的理解，亦為設計教育與課程發展提供具體反思與實踐方向。

This study aims to explore the role of metacognitive regulation of emotion within the design process and further clarify its relationship with design thinking abilities. The research focuses on team-based collaboration settings, targeting graduate and doctoral students in the field of industrial design. It examines team characteristics and both individual and collective patterns of metacognitive emotion regulation. Through a ten-week design task, participants were guided to write design process journals and complete a design thinking ability scale. Qualitative coding and quantitative correlation analysis were conducted, leading to three main findings: First, factors such as team collaboration types and member backgrounds significantly influence the process of metacognitive emotion regulation. Second, the effectiveness of this regulation depends on the clarity of the process, the individual's sense of control, and the availability of external support systems. Finally, the mechanisms of metacognitive emotion regulation within the design process are highly associated with the manifestation of design thinking abilities. Overall, this study not only deepens the understanding of how metacognition and emotion regulation function in the design process but also offers concrete reflections and practical directions for design education and curriculum development.

摘要 ii
SUMMARY iii
ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS v
LIST OF TABLES viii
LIST OF FIGURES ix
CHAPTER 1 INTRODUCTION 1
1 Research Background and Motivation 1
2 Research Objectives 2
CHAPTER 2 LITERATURE REVIEW 3
1 Design Process 3
1.1 Design Thinking and The Double Diamond 3
1.2 Collaborative Patterns in the Design Process 4
2 Metacognition 5
2.1 Core Theories of Metacognition 5
2.2 Application of Metacognition in the Design Field 6
3 Emotion 7
3.1 Academic Emotions 7
3.2 Effects of Emotional States on Individuals 8
4 Metacognition and Emotion 9
5 Design Thinking Ability 10
CHAPTER 3 METHODS 11
1 Research Framework 11
2 Participants 12
3 Instrument Development and Data Collection 13
3.1 Design Process Journal 13
3.2 Design Thinking Ability Scale 14
4 Data Organization 14
4.1 Context Selection and Coding 15
4.2 Design Thinking Ability Scale Scoring Calculation 17
5 Data Analysis 17
5.1 Design Process Journal Analysis 17
5.2 Qualitative Results and Design Thinking Ability Analysis 18
CHAPTER 4 RESULTS 19
1 Metacognitive Emotion Regulation in Team Collaboration 19
1.1 Metacognitive Emotion Regulation Process Chart 19
1.2 Team Analysis Results 20
2 Metacognitive Emotion Regulation in the Design Process 24
2.1 Metacognitive Emotion Regulation: Individual Performance 24
2.2 Metacognitive Emotion Regulation: Overall Trends 29
3 Relationship Between Metacognition and Design Thinking Ability 31
CHAPTER 5 DISCUSSION 33
1 Metacognition and Emotion Regulation in Team Collaboration Processes 33
1.1 The Impact of Team Collaboration Patterns 33
1.2 Team Composition and Experience Differences 34
1.3 Key Turning Points in the Team Collaboration Process 35
1.4 Variations in Emotional Intensity 35
2 Metacognitive Emotion Regulation in the Design Process 36
2.1 The Influence of Sense of Control and External Factors 36
2.2 The Role of Metacognitive Knowledge (K) in the Regulation Process 37
3 The Relationship Between Metacognition and Design Thinking Abilities 38
3.1 Post-Test Product Refinement Limits Diversity Perspectives 38
3.2 Reflection and Adjustment Actions Promote Empathy Expression 38
3.3 Design Reflection Enhances Teamwork and Interdisciplinary Collaboration 39
3.4 Trial-and-Error and Optimization Build Participants’ Confidence 40
4 Summary of Research Conclusions 41
CHAPTER 6 CONCLUSION 43
1 Conclusion 43
2 Research Contributions 44
3 Future Research Recommendations 44
REFERENCES 45
APPENDIX A DESIGN Process Journal Template 49
APPENDIX B Process Chart of Team A 50
APPENDIX C Process Chart of Team B 51
APPENDIX D Process Chart of Team C 52
APPENDIX E Correlation Analysis Results 53
APPENDIX F Traditional Chinese Version 56
                                    

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