本研究目的在探討高職女學生經過愛滋病防治教學介入後，愛滋病的知識、愛滋病的相關社會支持、預防愛滋病的自覺障礙性、預防自我效能以及預防行為意向的影響效果，並探討影響愛滋病預防行為意向的因素，瞭解實驗組學生對教學的評價。本研究採「不相等實驗組控制組研究設計」，立意取樣基隆市光隆家商職校一年級十個班作為研究對象，隨機抽取四個班並以班級為單位隨機分派兩班為實驗組(101人)、兩班為對照組 (50人)。為瞭解校內對照組實驗污染情形，自鄰近學區的聖心中學一年級女生班中隨機選取兩個班 (89人)做為校外對照組，共計六個班有243人參與研究。在教學介入前，三組學生均接受前測問卷作為評量實驗效果的基準。實驗組接受為期三週三小時的愛滋病防治教學，兩對照組則未有任何教學介入，在教學結束一週後，實施後測評價教學的立即效果；教學結束四週後，進行後後測追蹤教學介入的延宕效果。所得資料以單因子共變數分析、複迴歸分析、卡方檢定、百分率等統計方法進行分析，重要結果歸納如下：一、未接受教學介入前，以愛滋病知識、社會支持、預防愛滋病之自覺障礙性、自我效能作為自變項，預防愛滋病的行為意向為依變項，僅自我效能一項有顯著預測力。以避免婚前性行為之行為意向作為依變項時，自我效能及社會支持兩項有顯著的預測力。以拒絕婚前性行為的行為意向為依變項時，各變項中僅自我效能一項有顯著的預測力。再以性行為時使用保險套的行為意向做為依變項，各變項均未有顯著預測力。二、在愛滋病知識的得分上，於教學介入一週及四週後，實驗組學生比未接受教學的兩對照組有較高的愛滋病知識分數，顯示愛滋病防治教學確實能有效增加學生對愛滋病的認知。三、愛滋病相關社會支持得分方面，教學結束一週及四週後，實驗組學生的社會支持後測及後後測得分顯著高於兩對照組，顯示愛滋病防治教學可以增加愛滋病的相關社會支持。四、在預防愛滋病的自覺障礙性上，不論是教學介入一週或四週後，實驗組學生的自覺障礙性得分並未顯著低於未接受教學的學生，顯示愛滋病防治教學對改變學生預防愛滋病自覺障礙性的效果不顯著。五、在預防愛滋病自我效能得分的方面，教學活動結束一週後，實驗組學生顯著優於兩對照組，顯示愛滋病防治教學介入之立即影響顯著。在教學介入四週後，實驗組學生預防愛滋病的自我效能並未顯著高於兩對照組，顯示愛滋病防治教學的延宕效果不顯著。六、預防愛滋病的行為意向方面，實驗組學生在教學活動結束一週及四週後的得分均顯著高於兩對照組，顯示愛滋病防治教學對預防愛滋病的行為意向影響效果顯著。七、接受愛滋病防治教學的學生對各單元的評價多認為對自己有幫助，並喜愛如此的上課方式。對教學中所使用的教材多表示喜歡，在未來的建議上，學生也大多贊成推廣至全省的高中（職）校，增加愛滋病的防治教學課程。 根據本研究結果，可做為高職女學生愛滋病防治教學的參考，建議針對自我效能設計一套適合國內學生的愛滋病防治教育計畫；並對於社會支持做更深入的探討，以增進學生自我保護能力，減少愛滋病的威脅。

The purposes of this study were to explore the effect of the educationalintervention on AIDS-related knowledge as well as perceived barrier, socialsupport and behavioral intention of taking preventive measures for the femalestudents in the vocational high schools. The non-equivalent pretest-posttestcontrol group design was used in this study. Four classes of the 10th gradestudents form the Guang-lung vocational High School in Keelung were selectedas the sample and randomly assigned into the experimental (n=101)and control(n=50) groups with two classes in each group. Meanwhile, two classes of the10th grade students from the Sheng-shin High School in the same educationaldistrict were selected as the out-of-school control group to detect thepossible contamination effects caused by the interaction between the studentsof the experimental and the in -school control groups. All the studentscompleted the pre-test questionnaire with the above mentioned variables.Cronbach's alpha for the indices ranged from .60 to .96 Later on only thestudents from the experimental group participated in a series of three-hourAIDS educational course in three weeks. The post-test was taken by all threegroups as soon as the course was finished and a follow-up test was given tothem four weeks later. The data were analyzed by using One-Factor Analysis ofCovariance, Multiple Regression, χ2 test and Percentile Description. Thefollowing conclusions were drawn from the study.(1) Self-efficacy was the only significant factor to predict the students'behavioral intention of taking preventive measures. Perceived social supportand self-efficacy were the predictors for avoiding pre-marrital sex behavior.Self-efficacy was the only significant factor for predicting the intention ofrefusing pre-marriage sexual behavior. All independent variables were notsignificant in predicting using a condom during sexual behavior.(2) The scores of the students' knowledge, perceived social support, andbehavioral intention of taking preventive measure of the experimental groupwere significant higher than those of the control group both one week afterthe intervention and four weeks later.(3) The scores of perceived barrier of taking preventive measure of AIDS werenot lower than those of two control groups both one week after theintervention and four weeks later. The educational intervention was noteffective in altering the students' perceived barrier of taking preventivemeasures against AIDS.(4) The scores of the students' self-efficacy of taking preventive measureagainst AIDS of the experimental group were significant higher than thoseof the control group. However, there was no significant difference between these two groups four weeks later. The students of the experimental group reported that enjoyed the activitiesof the intervention course. They also proposed that this program should bepromoted as the formal high school education course. Based on the findingsmentioned above the researcher suggested that the educational programemphasized perceived social support and self-efficacy of taking preventivemeasures against AIDS should be launched on the campus as to help thestudents to protect themselves.