本研究旨在瞭解高中學生每日五蔬果知識、每日五蔬果社會心理變項、每日五蔬果攝取行為階段及一週達到每日五蔬果之天數、外食頻率、父母在家中備食頻率、自覺健康狀況的現況，分析影響研究對象每日五蔬果知識、每日五蔬果社會心理變項、每日五蔬果攝取行為之因素。並探討「以跨理論模式為依據之每日五蔬果教育介入活動」之成效以及過程評價。
本研究採用『準實驗設計』，以台北市陽明高中一年級學生為實驗組、明倫高中為對照組。實驗組運用行為改變過程設計符合各行為改變階段的每日五蔬果教育介入措施，包含每日五蔬果專題演講、創意蔬果烹調比賽、每日五蔬果手冊等，而對照組則不採用任何介入措施。
研究結果發現研究對象之每日五蔬果知識尚可，但較缺乏對於蔬果營養素相關知識的了解，每日五蔬果的利益性偏正向意見，每日五蔬果自覺障礙及每日五蔬果自我效能為中等程度，每日五蔬果行為階段處於前沉思期最多，一週有做到每日五蔬果的天數則為3.11天。研究對象之外食頻率以午餐為最高；父母一週備餐頻率則以午餐為最少，自覺飲食健康及自覺身體健康以普通佔最多。「以跨理論模式為基礎的每日五蔬果教育策略」對於研究對象的「每日五蔬果知識」、「每日五蔬果自覺障礙」、「每日五蔬果自我效能」、「每日五蔬果行為階段」等方面達顯著效果，但對於增進「每日五蔬果自覺利益」的效果不顯著。過程評價方面，學生大多較喜愛創意蔬果烹調比賽，所有行為階段的學生在「學習氣氛良好」、「教學活動喜歡程度」這兩項的評價都給予最高分，而「依照教導內容去做之程度」、「教學活動幫助程度」面向，大部分行為階段的人則以每日五蔬果手冊評價最高。
整體而言，透過「以跨理論模式為依據之每日五蔬果教育介入活動」，可以
有效提升高中學生每日五蔬果的相關知能，建議未來能探討不同生活型態及地區之高中職學生，並將此策略進一步推廣至其他學校中。

The purpose of this study is to understand senior high school students’ current situations of 5-a-day knowledge, 5-a-day psychosocial variable, 5-a-day behavior stage of change, days in a week achieving 5-a-day, frequency of dining-out meal, frequency of parents cooking at home and self-perceived health to analyze the factors affecting the study subjects’ 5-a-day knowledge, 5-a-day psychosocial variable and 5-a-day behavior. Also, we explore the effect and process evaluation of “5-a-day education intervention based on transtheoretical model”.
This study adopts “quasi-experiment design” using first-grade students of Yangming Senior High School as experiment group and Minglun Senior High School as control group. In the experiment group, we use processes of change meeting stage of change to design 5-a-day speech, creativity vege-fruit cooking contest and 5-a-day manual; while in the control group there are no interventions.
In the study results, we find: the study subjects’ 5-a-day knowledge is fair, but they lack the understanding of knowledge of vege-fruit nutrition, 5-a-day perceived benefits are positive-bias opinion, 5-a-day perceived barriers and 5-a-day self-efficacy are of middle degree. 5-a-day behavior stage of change is mostly located at precontemplation. In a week, 3.11 days are achieved as 5-a-day. The study subjects’ highest dining-out meal frequency is lunch; the lowest parents cooking at home frequency is lunch, while the most of self-perceived food health and self-perceived body health is fair. “5-a-day education strategy based on transtheoretical model” reaches significant effect towards study subjects’ “5-a-day knowledge”, “5-a-day perceived barriers”, “5-a-day self-efficacy” and “5-a-day behavior stage of change”, while the effect is not significant toward enhancing “5-a-day perceived benefits”. On the aspect of process evaluation, most of students like creativity vege-fruit cooking contest, toward “good learning atmosphere” and “liking degree of teaching”, all the students at behavior stage give them the highest score; while toward “the degree to do according to teaching contents” and “the degree the teaching can help”, most of the students give the highest score to 5-a-day manual.
Generally speaking, through “5-a-day education intervention based on transtheoretical model”, we can effectively upgrade senior high school students’ related knowledge about 5-a-day. We suggest that, in the future, se can explore senior high （vocational）school students in different life styles and regions as well as go further to promote this strategy to the other schools.

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