摘要
本研究主要目的在發展一套有效的網路戒菸課程，並進一步探討其介入效果及學生對該課程的評價。
本研究採準實驗設計之『實驗組控制組前測後測設計』，以北市永吉國中與興雅國中二年級各十班的學生為研究對象。實驗組接受四週的『網際網路戒菸教育介入計畫』，而對照組則不接受任何實驗處理。研究工具分為兩種，包括1. 前後測成效問卷2. 媒體過程評量問卷。經前後測資料比對後，扣除未看過網頁者及無效問卷，最後有效人數416人（實驗組196人，對照組220人）。研究者在介入前一週均接受前測施測，後測則於介入活動後一週內進行。所得資料以卡方檢定、單因子變異數分析、t檢定、單因子共變數分析及魏克遜配對組符號等級檢定等進行分析，所得重要結果如下：
一、 戒菸教育網頁介入後，實驗組學生「菸害認知」後測得分高於前測且達顯著差異。
二、 戒菸教育網頁介入後，實驗組學生「戒菸態度」後測得分高於前測且達顯著差異。
三、 戒菸教育網頁介入後，實驗組學生「自我效能」後測得分高於前測且達顯著差異。
四、 戒菸教育網頁介入後，實驗組學生「戒菸行為」後測得分高於前測且達顯著差異。
五、 戒菸教育網頁介入後，在控制前測得分下，實驗組學生「菸害認知」的後測得分高於對照組且達統計顯著差異。
六、 戒菸教育網頁介入後，在控制前測得分下，實驗組學生「戒菸態度」的後測得分高於對照組且達統計顯著差異。
七、 戒菸教育網頁介入後，在控制前測得分下，實驗組學生「自我效能」的後測得分高於對照組且達統計顯著差異。
八、 戒菸教育網頁介入後，實驗組學生「戒菸行為」的後測得分高於對照組，但未達統計顯著差異。
九、 戒菸教育網頁介入後，實驗組學生「社會支持」程度增加。
十、 實驗組對戒菸教育介入網頁的滿意情形，整體而言，至少有六成的人表示喜歡此網頁，近六成的學生認為本研究所設計的網頁能幫助他更瞭解菸害知識、能幫助其建立更積極的戒菸(拒菸)態度、能使其更有信心去戒菸(拒菸)，且讓他覺得戒菸(拒菸)是可獲得他人支持的；而有高達62.2%的學生認為絕大部分會照著網頁教導的去做
根據本研究結果，建議未來在發展網路戒菸課程時，應結合衛生教育、電腦工程及美術設計等專業，並根據行為改變階段理論、溝通說服模式及社會認知理論來進行訊息轉換及發展，透過此互動式的教育方式，將可引發學生之學習動機，對學生戒菸行為必有果效。

Abstract
The purposes of this study were to develop an effective Internet smoking cessation program, to determine the effectiveness of the educational intervention, and to evaluate students’ acceptance of the program. Quasi-experimental method was used to explore the effect of the four-week campaign on junior high school students。
Young-Jyi junior high school (experimental group) and Syajh junior high school (control group) in Taipei were selected as the subjects. The instruments included pre/post questionnaires of effectiveness evaluation of the program and process evaluation questionnaires of the media. There were 416 students who finished the pre-test and the post-test questionnaires(196 students for the experimental group and 220 students for the control group). The pre-test was held in one week before intervention, and the post-test was held within one week after intervention.
The statistics methods included Chi-square test, one-way ANOVA, one-way ANCOVA and Wilcoxon test for paired observations. The major results were as follows:
1. In the experimental group, the mean scores of knowledge, attitude, self-efficacy and behavior about smoking cessation in the post-test were better than the scores in the pre-test, and their differences were significant.
2. The mean scores of knowledge, attitude and self-efficacy about smoking cessation in the post-test of the experimental group were better than the scores in the control group, and their differences were significant.
3. The Internet program did not influence students’ smoking cessation behavior, but enhanced the social support about smoking cessation behavior to students.
4. At least 60% of the students felt satisfactory about the format, educational contents and effects of the Internet campaign. In addition, most students think this intervention was very helpful to enhance their knowledge, to build their active attitude, and to have much confidence of smoking cessation. Finally, 62.2% of the students expressed their willingness to follow the directions of the program in the near future.
According to the findings of this study, some recommendations for the future smoking cessation program were brought up: health educators should work together with computer engineers and cartoonists to create smoking cessation programs. Besides, the using of the transtheoretical model, health communication theory and social cognitive theory in planning interactive smoking cessation programs will trigger off students’ learning motivations, and their effectiveness was proved.

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