本研究主要是在探討國小自閉症中高年級學生的執行功能和正向情緒以及學業恆毅力和國小正常發展學生的差異、關聯與中介研究。
本研究採實驗研究法，實驗組為臺北市國小自閉症中高年級學生四十一名，對照組為國小正常發展學生19名。量表部分，執行功能採用Simon Task, 設計流暢性測驗、河內塔測驗測量；正向情緒使用Watson等人（1988）的正向情緒量表；學業恆毅力採用鍾劭敏（2019）編譯至Clark 與Malecki（2019）的量表共十題。兩組學生類別分別跟正向情緒、學業恆毅力、執行功能進行差異關聯比較，再分成兩組進行中介研究，第一組觀察執行功能是否能中介學生類別和正向情緒，第二組觀察執行功能是否能中介學生類別與學業恆毅力，企圖找出執行功能在學生類別、正向情緒和學業恆毅力之間的關聯。使用的統計方式為差異分析、pearson相關分析、spss統計軟體以及中介分析四階段法、process。
研究結果為一、國小自閉症學生和正常發展學生在執行功能的轉換有差異，正常發展學生的轉換優於自閉症學生。二、國小自閉症學生和正常發展學生在執行功能的河內塔、抑制、流暢沒有差異。三、國小自閉症學生和正常發展學生在學業恆毅力的韌性有差異，正常發展的學生韌性優於自閉症學生。四、國小自閉症學生和正常發展學生在學業恆毅力的總體分數、決心、聚焦沒有差異。五、執行功能不能成為自閉症學生與正常發展學生和正向情緒之間的中介因子。六、執行功能不能成為自閉症學生與正常發展學生和學業恆毅力之間的中介因子

This study mainly explores the executive function and positive emotion of senior students with primary school autism, as well as the differences, associations and mediated studies of academic grit and normal development of primary school students.
In this study, the experimental team was 41 senior students with autism in Taipei City, and the control group was 19 students in the normal development of primary school. In the scale section, the execution function is standardized by Simon Task, Design Fluency Test, Hanoi Tower Test; Forward Emotions uses Watson et al. (1988) Good Mood Scale; Academic grit uses a scale compiled by Zhong (2019) to Clark and Malecki (2019) with a total of ten questions. The two groups of student classes were compared with positive emotion, academic grit, and executive function, and then divided into two groups for intermediary research, the first group observed whether the executive function could mediate the student class and positive emotion, and the second group observed whether the executive function could mediate the student category and academic grit, in an attempt to find out the correlation between the executive function in the student category, positive emotion and academic grit. The statistical methods used are difference analysis, pearson correlation analysis, spss statistics software, and mediation analysis four-stage method and process.
The results of the study were one: There were differences in the conversion of executive functions between primary school autism students and normal development students, and the conversion of normal development students was better than that of autistic students. Two: Elementary school autism students and normal development students in the executive function of Hanoi Tower, inhibition, fluency no difference. Third, there are differences in the resilience of students with autism in primary school and students with normal development in academic perseverance, and the resilience of students with normal development is better than that of students with autism. Fourth, there is no difference in the overall score, determination and focus of primary school autism students and normal development students in academic perseverance. Executive function cannot be the mediator between autistic students and normally developing students and positive emotions. Executive function cannot be the mediator between autistic students and normally developing students and academic perseverance.

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