부산대학교 도서관

Metacognition (the understanding of one's own thinking processes) has a positive relationship with academic achievement, is important in mental health, and is positively related to social skills in autism. Research in metacognition and autism has found equivocal results, possibly due to methodological differences, varying taxonomies of metacognition, or the presence of co-occurring conditions. This thesis aimed to define a taxonomy and determine the best methodology for evaluating metacognition in autism (studies 1 and 2), evaluate the relationships between autistic traits and academic achievement, social skills, and health and well-being (studies 3-5). Study 1 confirmed a two-factor taxonomy with statistical and theoretical support for 3 components relating to each factor. Study 2 suggests co-occurring conditions may influence autistic metacognition. Research should screen or control for co-occurring conditions. Those with more autistic traits and accurate metacognitive skills have better numeracy and literacy achievement and social skills (studies 3-5). In contrast, those who had positive beliefs about their own metacognitive skills who also had increased autistic traits had elevated levels of anxiety and depression. Professionals need to be aware that an expression of confidence in one's metacognitive abilities may not indicate good health and well-being; autistic individuals may be camouflaging. It is important to explore these relationships to best inform practice.