本研究之目的在於探討應用「社學學習教學技巧」與「一般教學技巧」對學童飲食認知、飲食自我效能及飲食行為（蔬菜水果、低營養密度點心及含糖飲料攝取）的影響，並比較三種教學技巧的營養教學之差異性，同時探討影響飲食認知、飲食自我效能及飲食行為的因素。
本研究採「不等的前測一後測控制組設計」，以臺北市古亭、銘傳國小四年級四個班級105名學童為研究對象。實驗組接採用示範、技能訓練、契約、自我監督和增強的社會學習教學技巧；對照組則接受一般的教學方法（講述、問答、小組討論等）所設計的教學活動。在教學介入前，二組接受前測以作為評量實驗結果的比較基礎，經過四週教學（八個單元）結束後進行後測以了解教學後的立即效果；八週後再實施後後測以追蹤教學介入後之短期效果。資料以卡方考驗、t考驗及多元迴歸分析，所得結果如下：
1.社會學習教學技巧能增進實驗組學童的飲食認知、飲食自我效能、蔬菜水果的份數，並減少低營養密度點心的攝取頻率，而且經過八週後，飲食認知、蔬菜水果的攝取及減少低營養密度點心攝取也在此一階段出現短期的教學效果。
2.一般教學技巧能增進對照組學童的飲食認知，經過八週後，介入的影響效果仍然持續。另外，只有低營養密度點心攝取有短期的教學效果。
3.由教學後的立即影響來看，社會學習教學技巧對增加受試者飲食自我效能、蔬菜水果攝取及減少含糖飲料的攝取，顯著優於一般教學技巧；經過八週後，社會學習教學技巧仍在飲食自我效能及蔬菜水果攝取上有顯著性的差異。
4.影響受試者飲食認知、飲食自我效能、蔬菜水果攝取、低營養密度點心攝取及含糖飲料攝取的後測及後後測因素分別有：
(1)飲食認知前測可顯著預測後測的飲食認知；飲食認知後測、學業成績三個變項可顯著預測後後測的飲食認知。
(2)飲食自我效能前測與自覺飲食習慣可顯著預測後測的飲食自我效能；飲食自我效能後測與自覺飲食習慣可顯著預測後後測的飲食自我效能。
(3)蔬菜水果攝取前測可顯著預測後測的蔬菜水果攝取；蔬菜水果攝取後測的蔬菜水果攝取水果攝取後測、蔬菜水果自我效能後測、蔬菜水果攝取前測及自覺飲食習慣四個變項可顯著預測後後測的蔬菜水果攝取。
(4)家庭社經地位可顯著預測後測的低營養密度點心的攝取；點心攝取前測可顯著預測後後測的低營養密度點心的攝取。
(5)含糖飲料攝取前測可顯著預測後後測的含糖飲料的攝取。
根據研究結果，以社會學習教學技巧的營養教育效果的確比一般教學技巧來得有效，而對後測、後後測的飲食認知、飲食自我效能及蔬菜水果攝取的預測因素，主要分別在於教學後的認知、效能和行為。至於低營養密度點心和含糖飲料的攝取預測因素則較難受到教學後的效能、行為之影響。

The were three purposes in this study. First of all, to explore the effect of nutrition instruction, using the social learning-oriented teaching techniques and traditional teaching techniques, on improving the dietary knowledge, dietary self-efficacy and dietary behavior (vegertable &fruit consumption, low nutrient density snack foods and sugar-contained soft drinks frequency). Secondary, to compare difference on dietary knowledge, dietary self-efficacy and dietary behavior between experimental group and control group. The third, to explore predictable factors on dietary knowledge, dietary self-defficacy and dietary behavior.
A non-equivalent control group desing was used in this study. One hundred and five 4th graders were selected as the sample. The experimental group. two calsses from Guu-Tyng elementary school, was treated with eight sessions of nutrition instruction (using social lerning-oriented teaching techniques:modeling, contracting, skill training, self-morntioring and reinforcement). The control group from Ming-Chwan elementary school was treatd with trditional teaching technique.
The effect of intervention was assessed by questionnaires and 3-day dietary report immediately after eight sessions (posttest) and follow-up (post posttest) evaluation in the next eight weeks.
The data was analyzed by using x2 test 、paired t-test、Person product-moment correlatioon and multiple regression analysis. The important findings were as follows:
1. Social learning-oriented teaching techniques can immediately increase students' dietary knowleddge, dietary self-efficacy, vegetable & fruit consumption and decrese low nutrient density snack foods intake. At eight-week follow-up test, the dietary knowledge score, vegetable & fruit consumption showed significantly higher than that of pre-test, the frequency of suger-contained soft drinks intake significantly lower than that of pretest.
2. Traditional teaching techniques increased students' dietary knowleddge and the intervention effect still lasted for eight weeks.
3. Social learning-oriented teaching techniques had significant effect on improving students' dietary, self-efficacy, vegetable & fruit consumption and decreasing frequency of sugar-contained soft drinks intake immediately after the intervention. After eight weeks, the effect lasted for eight weeks on dietary self-efficacy, vegetable & fruit consumption.
4. The predicting factors on dietary knowledge, dietary self-efficacy and vegetable & fruit consumption for the posttest and post posttest were mainly based on dietary knowledge, dietary self-effcacy and dietary behavior before and after instrluction.