[ 摘要 ]
本研究之目的在於了解阿美族學童飲酒預防教育介入之後，對學童飲酒認知、態度產生的效果。以立意取樣選取花蓮縣壽豐鄉及豐濱鄉八個小學的四、五、六年級阿美族學童241名為研究對象，其中實驗組共86名學童，參加320分鐘的飲酒預防教育介入活動，對照組共155名學童不進行任何介入活動。
本研究採「不等實驗組控制組準實驗設計」。在教學介入前，二組先接受前測;一週後進行後測以了解教學後的立即效果;二個月後再實施後後測以追蹤教學介入後的延宕效果。資料以卡方考驗、t考驗及多元迴歸分析所得結果如下: 一、本研究之飲酒預防教育介入活動，實驗組在教學後一週對飲酒文化、認識酒、酒與疾病及酒與法律的認知有顯著的立即效果;於教學二個月後，在飲酒文化、酒與疾病及酒與法律的認知，仍保留顯著的延宕效果。而在認識酒的認知上並没有顯著的延宕效果。 二、本研究之飲酒預防教育介入活動，實驗組在教學後一週，在飲酒態度上飲酒文化、酒的價值觀、自我作決定及拒絕技巧上皆有顯著的立即效果，但對認識酒的態度則未達顯著的立即效果，教學二個月後，在飲酒文化態度未達顯著的延宕效果，但得分仍比前測成績高，酒的價值觀態度及自我作決皆達顯著的延宕效果。在認識酒之態度並没延宕效果。在拒絕技巧上則呈現逐漸上升的現象，有顯著的立即及延宕效果。 三、二組以迴歸分析相比較，實驗組在飲酒預防認知的後測及後後測得分上顯著高於控制組，顯示本研究的飲酒預防認知教學有顯著的立即及延宕效果。實驗組在飲酒預防態度的後測及後後測得分上與控制組無顯著的差異。

[ 英文摘要 ]
For the understanding the effect on cognition, attitude with alcohol intervention education on Amis school children, 241 children were chosen in Fengbin and Shoufen district, 86 of them were given 320 minutes of intervention education while 155 did not. This project adopts the “unequal quasi experiment-control group design” basis. . Pretest was given to both groups beforehand. Posttest were given one week for understanding of immediate effect to children. Post posttest were given 2 months later for follow-up study. Data collected were analyzed with chi square, t test and multiple regression. The results are: 1.The study group showed instant effect on alcohol culture, knowledge, alcohol and disease, alcohol and law. But declined slightly after 2 months, but continued effect remained significantly. Yet not on the knowledge. 2.The experiment group showed significant instant effect in culture, value, self-determined and refusal skills after one week of intervention education, but not in attitude. No continued effect on attitude of culture after 2 months of intervention education, but score was still higher than pretest. Value and self-determined showed significant continued effect. As to refusal skills showed both instant and continued effects. 3. Regression analyzed in both groups showed that the experiment group had higher score than control group on knowledge in both posttest and post posttest which meant that prevention knowledge was significant with instant and continued effect. Yet no significant difference on attitude at posttest and post posttest on both group. Key word: alcohol knowledge, attitude, alcohol prevention education.
◎中心館藏連結：http://tulips.ntu.edu.tw/record=b2222530*cht