背景：社交互動障礙是泛自閉症(Autism Spectrum Disorder[ASD])的核心症狀之一，即便是能進入大學就讀高功能的患者，仍然存在人際關係的困難，此情形亦會影響到學習成效。由於大學時期是成人轉銜的重要時期，若這群學生知道如何應對多變化與非結構的校園生活與學習環境，將有利於他們順利轉銜。同時研究也顯示，他們越了解自己、越能自我覺察，就越能有效因應，並增進他們的身、心、靈健康。
目的：1.了解泛自閉症大學生對自己的認識。 2.了解泛自閉症大學生對自身特質的認知，及如何把特質的限制調和成優勢。
方法：本質性研究採用內容分析法(content analysis)來分析泛自閉症大學生關於自我覺察的真實經驗。研究對象採立意取樣進行蒐集，當資料達到飽和後停止收案，最終共收案8人，以南部某大學及某醫學中心為研究場域進行收案，收案條件為：(1)年齡大於18歲，(2)於大學就讀，(3)診斷患有DSM-V標準中歸類為泛自閉症，(4)願意分享自己的經驗。排除條件為:(1)缺乏參與的語言能力或是認知能力，(2)無法理解研究問題。人體試驗委員會審核通過且研究對象簽署同意書後，以面對面方式進行半結構式個別深度訪談。訪談過程全程錄音，並輔以手寫記錄非語言的回應，後轉錄成逐字稿進行後續分析。轉錄過程進行編碼及去辨識化，避免他人依文本推測出受訪者身分。後採用內容分析法中的分析步驟進行資料分析。訪談至第7人時資料已重疊，為求資料飽和，再訪談一人後停止收案。蒐集到的資料及分析結果的發表，皆為綜合所有研究對象的受試者資料，非針對單一個案。
結果：本研究共訪談8位患有泛自閉症的大學在學生，將10份文本以內容分析法進行分析歸納，逐步整理出3個主題及9個次主題。三個主題分別為：一、慣於偽裝而不自知的我；二、隨著轉變，再定錨的我；三、對自己好點，遇見新的我。
結論：本研究結果可更加了解泛自閉症大學生對自我覺察的經驗，未來讓相關醫療專業人員或是學校的輔導員，可以協助這些學生找到建立自我認同與自我欣賞的路徑。

Impairment of social interaction is one of the core symptoms of Autism Spectrum Disorder (ASD). Even high-functioning individuals with ASD still suffer from interpersonal relationships in college, and this situation will also affect their academic performance. The research aims are 1) to understand how college students with ASD know themselves. 2) to understand how college students with ASD recognize their own characteristics and reconcile their limitations into advantages. The qualitative study applied content analysis to analyze the authentic experiences of self-perception among university students with ASD. A total of 8 participants were recruited from three universities and a medical center in the Taiwan southern region. Inclusion criteria were: (1) aged over 18, (2) studying in university, (3) diagnosed with ASD according to DSM-V criteria, and (4) willing to share their experiences. Exclusion criteria were: (1) lack of language or cognitive abilities for participation, and (2) inability to comprehend the research questions. This study interviewed 8 university students with ASD and analyzed 10 transcripts using content analysis to identify and summarize three main themes and nine subthemes. The three main themes are as follows: 1. Unaware of My Mask: Living in camouflage, 2. Relocating self: As changing the Change, 3. Being Kind to Myself: Discovering the New Me. The findings of this study provide insights into the experiences of self-perception among university students with ASD. In the future, these findings can assist healthcare professionals and school counselors in helping these students find pathways to establish self-identity and self-appreciation.

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