本研究旨在發展含糖飲料主題課程，並評估此課程對國中生的「含糖飲料知識、拒飲含糖飲料自我效能、飲用含糖飲料結果期望、拒飲含糖飲料社會支持、含糖飲料媒體影響及飲用含糖飲料行為」之影響效果。
採不相等實驗組與對照組設計，選取花蓮兩所國中學生為研究對象。採結構式問卷為研究工具，進行資料收集，經前測、後測、後後測得到有效樣本總人數為174位，實驗組有效樣本人數為90位，對照組有效樣本人數為84位。實驗組學生接受四節課的『含糖飲料主題課程』，對照組接受一般健康教育課程中的營養教育。前測在介入前一週施測，後測則於完成介入後的一週進行施測，以瞭解實驗介入後所產生的立即效果；後後測於介入兩個月後施測以評估實驗介入後的持續效果。所得資料以描述性統計、卡方檢定及單因子共變數分析等統計方法進行分析。
本研究主要結果如下：
1.實驗組之「含糖飲料知識、拒飲含糖飲料自我效能、飲用含糖飲料結果期望、拒飲含糖飲料社會支持」後測得分優於對照組，有顯著的立即效果。
2.實驗組之「含糖飲料知識、拒飲含糖飲料自我效能、飲用含糖飲料結果期望、拒飲含糖飲料老師之社會支持、含糖飲料媒體影響」後後測得分優於對照組，有顯著的持續效果。
3.實驗組之「飲用含糖飲料行為」後測得分優於對照組，有顯著效果。
4.學生對含糖飲料主題課程滿意度達九成。
本研究建議健康教育教師與藝術與人文領域或綜合領域的教師結合，提高含糖飲料主題課程的推廣性。此外，提供實作化學汽水及健康飲品的機會可引發學生的學習動機。教師和家長應持續鼓勵學生的飲水行為。從健康促進學校的觀點，健康行為的建立除了從課程著手，還需要學校及社區環境的改變與配合，營造支持性的環境將有利於健康行為的持續性。

Objectives :
The purposes of this study were to develop a sugar sweetened beverage (SSB) program, and to evaluate the effects of the educational intervention for seventh-grade students in junior high school, including knowledge of SSB, self-efficacy of refusing SSB, outcome expectancy of SSB, social support of refusing SSB, commercial advertisement influence of SSB, and the behavior of drinking SSB.
Methods :
The study adopts non-equivalent experiment control group design. Two junior high schools in Hualien were selected as the samples. Data was collected by a self-administrated questionnaire.174 students finished the pre-test, post-test, and follow-up questionnaires (90 effective samples in the experimental group and 84 effective ones in the control group). The experimental group was treated with four sessions of SSB curriculum, and the control group was received regular health education. One week before the intervention, the experimental group and the control group took the pre-test; one week after the intervention, these two groups took the post-test in order to know the immediate effects ; two months after the intervention, both groups took the follow-up test to know the procrastinating effect. Data was analyzed with descriptive statistics, chi-square test, and one-way ANCOVA.

Results :
1.The immediate effects of knowledge of SSB, self-efficacy of refusing SSB, outcome expectancy of SSB, and social support of refusing SSB in the experimental group were significantly better than those in the control group.
2.The follow-up effects of knowledge of SSB, self-efficacy of refusing SSB, outcome expectancy of SSB, teachers’ social support of refusing SSB, and commercial advertisement influence of SSB in the experimental group were significantly better than those in the control group.
3.The effect of the behavior of drinking SSB was better than that in the control group.
4.Students involved in this study feel highly satisfied with the SSB program.
Conclusions :
According to the results, it was suggested that health educator can work with teachers of Integrative Activities and Art and Humanities to spread SSB program. In addition, offering the opportunities for students to make chemical drinks and healthy drinks is an effective way to trigger students’ motivation. Furthermore, teachers and parents should continually encourage the behavior of drinking water. From the view point of health promoting school, create a supportive environment is also beneficial to keep healthy behavior.

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