研究目的：檢驗「精神病去污名化教育介入」對大學生精神病污名化程度之影響以及檢驗有效去污名化教育介入的潛在機制。
研究方法：本研究對象共計207位大學生，分為實驗組（107人）及對照組（100人），測量大學生對於精神病的污名化程度（包含：認知、態度與社會距離）、身心適應狀況，以及基本人口學資料。問卷施測共計三次，分別為前測、後測與一週後追蹤。以廣義估計方程式分析教育介入對實驗組與對照組污名化程度改變的效果；以結構方程式檢驗教育介入對於精神病去污名化的影響路徑。
研究結果：在控制研究對象之身心適應狀況後，經由教育介入的實驗組相較於對照組在後測及追蹤的污名化程度顯著下降。結構方程式結果支持精神病去污名化教育介入的「訊號－認知－態度－社會距離」的完全中介效果路徑。
研究結論：精神病去污名化教育介入能降低大學生對於精神病的污名化程度。大學生可透過教育介入改變其對於精神病的認知，進而影響對待精神病的態度，最終影響與精神病患的社會距離。

Purpose: The aim of this study was to investigate the effect of anti-stigma education program for psychosis in undergraduate students and further to examine the mechanism underlying the effect.
Methods: A total of 207 undergraduate students (107 in experimental group and 100 in control group) were recruited in this study. Participants completed self-report questionnaires regarding stigma toward psychosis (i.e., cognition, attitude, and social distance), depressive symptoms, and demographic characteristics. Three waves of surveys were conducted, including pre-test, post-test and one-week follow-up. Generalized estimating equation analysis was used to examine the effect of anti-stigma education intervention program. Structural equation modeling (SEM) was used to examine the path underlying the intervention effect.
Results: After controlling depressive symptoms, degree of stigma in the experimental group was significantly higher than that in the control group at post-test and one-week follow-up. The results of SEM showed the fully mediation effect to the path of “signal - cognition - attitude - social distance”.
Conclusions: Our findings indicated that anti-stigma education intervention program for psychosis can decrease the degree of stigma in undergraduate students. Cognition could be changed via education intervention, which was further influenced the attitude toward psychosis and finally influenced the distance to patients with psychosis.

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