本研究旨在探討身體意象媒體素養教育介入對高中學生身體意象媒體素養、自我效能、批判性思考技能、纖瘦意象內化、身體意象的影響。本研究為準實驗設計，採實驗對照組前後測設計。本研究以100學年度新北市某高中一年級學生為對象，實驗組175人，對照組162人。實驗組於接受四節課的教育介入，對照組接受一般課程。
本研究以廣義估計方程式（GEE）進行統計分析，主要結果如下：教育介入可顯著提升整體學生批判性思考技能(「閱聽眾」向度)、顯著降低纖瘦意象內化。依性別分析，教育介入可顯著提升女生身體意象媒體素養自我效能、批判性思考技能(「閱聽眾」、「目的」向度)、可顯著降低纖瘦意象內化；教育介入可顯著提升男生身體意象（「外表評價」向度）。
根據本研究結果，提出以下建議：加強學生分析創作媒體能力，用合理批判態度面對媒體訊息；學校課程發展具有性別敏感度的身體意象介入課程，融入相關科目的方式，建立學生正向身體意象；社會方面應透過社會教育的力量，提供並創造相互尊重與多元美學的觀點，並且建立媒體規範機制，降低負向身體意象內化的情形。

The present study was focused on evaluating the effect of an education intervention on body image media literacy, self-efficacy, critical thinking, thin-ideal internalization, and body image among the youth of New Taipei City. This study was a quasi-experimental design. In 2012, the participants included 337 students in the10th grade in New Taipei City. There were 175 students in the experimental group and 162 students in the control group. The experimental group participated in four 50-min body-image media literacy intervention sessions, while the control group received their usual classes. The GEE method was used to test the effect. The results indicated that the body-image media literacy education intervention significantly increased critical thinking (“audience” component) and decreased thin-ideal internalization. By gender, the intervention significantly increased body-image self-efficacy, critical thinking (“audience” and “purpose” components), and significantly decreased thin-ideal internalization for females, while the intervention significantly increased body image (“appearance evaluation” component) for males. Suggestions included strengthening the body-image media literacy of youth by developing gender-specific body image media literacy curriculum, implementing body-image media literacy education, enhancing parental education and social education, and banning extra-thin models.

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