本研究探討高中職學生攝取蔬果行為現況及其與個人背景因素、蔬果營養知識、攝取蔬果社會心理因素的關係。研究母群體為板橋市高中職學生，採分層隨機抽樣方式抽取高職3班，高中9班為樣本，以團體自填問卷為工具進行資料收集，共得有效樣本461人（97.26％），再以單因子變異數分析、t檢定、皮爾森積差相關、複廻歸分析等方法進行分析。
本研究主要發現如下：
一、研究對象之蔬果營養知識在七成以上，對一般營養知識認識較佳，但對蔬果營養對人體的作用機轉等知識較不足。
二、攝取蔬果社會支持中，家人會常常提供，同學或朋友很少提供，老師則有時提供。
三、研究對象每日攝取五蔬果的把握度在五成以下。知覺攝取蔬果障礙屬中等程度，又以外食含蔬果量少為主要障礙。攝取蔬果的結果期望偏正向。
四、研究對象每日攝取五蔬果行為介於「有時至常常」間，且蔬菜攝取行為優於水果攝取行為。
五、高中學生、蔬果營養知識高、攝取蔬果社會支持越高、攝取蔬果自我效能越佳、結果期望愈正向，則攝取蔬果行為愈好。知覺攝取蔬果障礙越高，則攝取蔬果行為愈差。
六、背景因素、蔬果營養知識、攝取蔬果社會心理因素可預測攝取蔬果行為，解釋變異量達36％，自我效能及家人社會支持為重要變項。

The purposes of this study were to realize vegetable and fruit intake behavior of 10th-12th graders, and examine the relationships between behavior and personal background factors, as well as knowledge and psychosocial factors.
By stratified random sampling, 461 (97.26%) students were selected from high schools in Ban-Chico City. Data were collected with a self-administered questionnaire. One-way ANOVA, t-test, Pearson product-moment correlation, and multiple regression were used to analyze the data. The main findings of this study were as follows:
1. The subjects’ knowledge of vegetable and fruit was 70%. However, knowledge about the function of vegetable and fruit to human body was insufficient.
2. Family members were the main source of social support for vegetable and fruit intake, and classmates and teachers sometimes provided support.
3. Self-efficacy of vegetable and fruit intake was under 50％. The score of perceived barriers was average. Outcome expectancy of vegetable and fruit intake was good.
4. The frequency of vegetable and fruit intake among subjects was sometimes or frequently and the subjects ate more vegetables than fruit.
5. Vegetable and fruit intake behavior of those who were high school students, had better knowledge, social support, self-efficacy and outcome expectancy, was better than their counterpart. Those who perceived more barriers would eat less vegetables and fruit.
6. Personal background factors, knowledge and psychosocial factor could explain 36% variance of vegetable and fruit intake behavior. Self-efficacy and social support from family were two most important variables.

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