摘要
　　本研究主要目的在瞭解大學加糖飲料供應性、大學生加糖飲料攝取行及其關係。研究對象為臺灣9所大學的飲食營養環境與學生飲食型態，研究工具有飲食營養環境資料庫及大學生飲食型態調查資料庫兩項，並以描述性統計、差異性分析、相關分析、階層迴歸分析法進行分析。
　　根據商店販售飲料種類數及供餐場所提供免費飲料可以計算加糖飲料供應性，結果顯示，不論城市或鄉村學校，在校園內及校園外的加糖飲料供應性皆很高，增加學生攝取加糖飲料的可能。城市學校校外之商店數量較鄉村學校多，因此整體之加糖飲料供應性較鄉村學校更高。環境中，各種商店提供非加糖飲料的比例很低，形成環境上對學生飲用非加糖飲料的限制；有四成城市學校，三成鄉村學校之餐廳會提供免費加糖飲料，但是提供免費未加糖飲料或水的比例都低於兩成，這也可能促使大學生在用餐時選擇喝加糖飲料而非飲用水。
　　超過八成（82.6%）的大學生一週至少有1天喝加糖飲料，更有將近一成五（14.4%）的學生幾乎每天喝加糖飲料。環境與大學生加糖飲料攝取行為之迴歸分析結果未發現加糖飲料供應性與自覺環境可以有效預測大學生加糖飲料的攝取行為，可能原因有3點：（1）評估加糖飲料攝取的方法敏感度不足，無法反應大學生加糖飲料攝取行為的差異性；（2）加糖飲料供應性的評估方法無法反應每位學生實際消費環境的差異；（3）所有學校所在之環境均已提供學生足夠的加糖飲料選擇機會。
　　本研究發現男女加糖飲料攝取行為的影響因素略有不同：男大學生會因為有課在學校用餐、水攝取行為較少，愈常喝加糖飲料；有運動習慣的女大學生、較常喝水者較少攝取加糖飲料。顯示運動及喝水等良好生活習慣之養成是降低加糖飲料攝取之關鍵。
　　根據研究結果，對研究方法、健康政策與大學生提出下列建議：（1）未來研究可進一步分類加糖飲料，以評估不同加糖飲料的攝取行為；（2）調查大學生在學校的活動範圍，以及其購買加糖飲料的地點及種類；（3）學校應推行以「減少加糖飲料攝取，促進水攝取」為主題之營養教育，並營造健康校園環境，打造健康大學城；（4）教育主管機關應發展加糖飲料/水攝取營養教育教案；（5）大學生養成喝水習慣，在校用餐時選擇非加糖飲料搭配並增加體育課之外的運動頻率。

關鍵詞：大學生、飲食營養環境、加糖飲料、水攝取、加糖飲料攝取

Abstract
This study aimed to understand the college Sugar-Sweetened Beverage (SSB) environment, students’ intake of SSB, and the relationship between them. Nine colleges in Taiwan were studied. The college dietary environment database and students’ dietary pattern database were used. Data were analyzed by descriptive statistics, analysis of variance, Pearson’s correlation, and hierarchical regression.
SSB availability was calculated using the amounts of SSB sold in store, and free SSB supplied in restaurants. Both urban and rural schools had high SSB availability. Urban schools had more off-campus stores and SSB availability than did rural schools. Only a small percentage of stores offered non-SSB, that hindered the students from drinking non-SSB. Forty percent of urban schools’ restaurant and 30% of rural schools’ offered free SSB, but only 20% provided free non-SSB or water. So, students chose SSB more than water while eating out.
Eighty three percent of students drank SSB once a week, and 14.4% drank SSB every day. The results of regression analysis showed SSB availability was unable to predict students’ SSB intake. We infer 4 possible reasons: (1) Insufficient sensitivity on estimating SSB intake; (2) The methodology on evaluating SSB availability failed to reflect the difference in students’ SSB environments; (3) SSB availability had been enough for students.
Factors effecting SSB consumption in male and female were different. Males, having meals around school frequently, drinking less water, would drink more SSB; females with more physical activity, drinking more water, would drink less SSB.
Our results offer 5 suggestions to methodology, health policy and college students. (1) To classify the types of SSBs for evaluation of students’ SSB intake in future study. (2) To investigate the students’ living area, location and type of SSB to buy. (3) School should promote nutrition education on “less SSB, more water” in order to form a healthy campus and community. (4) Ministry of Education should develop education programs on less SSB, more water. (5) College students should develop habits of drinking water, or non-SSB while eating out, and doing regular exercise.

Key words: college student, dietary nutrition environment, sugar-sweetened beverage (SSB), water intake, sugar-sweetened beverage intake

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