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背景：疲憊是睡眠障礙主要原因之一，癌症病人主要照顧者易有疲憊感，進而導致睡眠障礙問題；健康欠佳的榮民長者常有負向情緒，使罹癌榮民照顧更具挑戰。目的：探討以病人榮民身分為調節變項對主要照顧者疲憊與睡眠障礙相關性之影響。方法：橫斷式研究設計，隨機抽樣北區某三家醫院共127位癌症病人主要照顧者為研究對象；問卷內容包括癌症病人及主要照顧者人口學之基本資料、台灣版簡明疲憊量表及中文版匹茲堡睡眠品質量表。以描述性統計、獨立t檢定、單因子變異數分析、皮爾森積差相關分析及階層迴歸分析進行資料分析。結果：主要照顧者疲憊與睡眠品質障礙呈顯著正相關（r=.632, p＜.01），且疲憊對睡眠障礙有正向影響（β=.472, p＜.001）。迴歸分析顯示榮民病人身分會正向調節主要照顧者疲憊感與睡眠障礙之間的關係，其正向調節解釋力（b=.148, p＜.001）高於一般民眾病人身分者（b=.091, p＜.001）。結論／實務應用：罹癌病人具榮民身分為影響主要照顧者疲憊與睡眠障礙關聯性之調節變項，護理人員給予病人護理照護的同時，應加強評估主要照顧者的疲憊狀況，提供適當的資源協助。

This study validated instruments for assessing the health awareness and health literacy of adolescents and explored the related and protective factors of adolescents’ health literacy in Taiwan. A total of 1,005 representative adolescents were stratified randomly selected from Kaohsiung City, and they completed two well-structured instruments for measuring their health awareness and health literacy. First, exploratory and confirmatory factor analyses and internal consistency were used to examine the instruments’ validities and reliabilities. Second, chi-square test, independent t-test, and one-way analysis of variance were conducted to compare the health awareness and health literacy levels of adolescents from different backgrounds. Finally, hierarchical regression analysis was employed to identify the relations between health knowledge, attitudes toward health, and healthy behaviors and their predictors. The initial results indicated that adolescents’ means of health attitude decreased with increasing age and

以實徵研究證據為基礎，探討促進學生中文閱讀理解教學議題逐漸受到重視，而使用量化統合技術推動本議題的研究，亦愈趨興盛，然而，受限研究數量，鮮少文獻針對調節變項進行深入分析，據此，本研究目的除了分析促進中文閱讀理解教學之量化統合效果外，更聚焦於探討教學介入、參與者背景特徵、個別研究品質評估等因素，對於教學效果量可能產生的調節影響。本研究經統合分析與刪除極端值，發現國內促進中文閱讀理解教學平均效果量，分別具有+0.43立即效果（168筆）與+0.39 延宕效果（46筆），為近中等程度教學成效，續經調節變項分析，發現文本重複閱讀具有顯著偏低平均教學效果、使用預測策略則具有較高教學成效，同時，參與者為特殊生或國中階段學生、使用研究者自編評量工具、實驗設計：其他與納入個別研究的品質較差者，皆可產生顯著偏高教學平均效果量。最後針對分析結果提出幾點未來實務與研究建議。

本研究旨在發展青少年健康素養量表，再以此量表探討量表之健康知識、健康態度與健康行為的相關及預測因素。首先進行青少年健康素養量表之編製，由 206 位學生的預試及1,005位學生的正式施測，三個分量表之內部一致性信度係數 Cronbach’s α 分別為 .85、.73及 .91，總量表信度為 .90。接著以探索式因素分析及驗證性因素分析研究工具之效度，再以卡方檢定、獨立樣本 t 檢定、單因子變異數分析比較不同背景青少年的健康素養之差異，最後使 用階層迴歸分析釐清青少年健康素養三個層面「健康知識」、「健康態度」及「健康行為」的相關性，並以「健康知識」為調節變項區辨對「健康態度」與「健康行為」的關係。本研究發現青少年隨著年齡及年級增加而健康態度逐漸低落，大學生健康態度分數顯著低於國中學生，而女學生的健康行動分數顯著高於男學生；健康知識與健康態度對於健康行動具有顯著預測力。本研究提供青少年的健康素養現況及其預測因素作為各級學校及相關研究之參考，建議各級學校重視學生的健康素養並研發符合青少年生活情境的課程、教學及相關活動，以提升學生的健康素養，而如何提升女學生的健康知識及男學生的健康行為有待進一步探究與討論。 This study validated instruments for assessing the health awareness and health literacy of adolescents and explored the related and protective factors of adolescents’ health literacy in Taiwan. A total of 1,005 representative adolescents were stratified randomly selected from Kaohsiung City, and they completed two well-structured instruments for measuring their health awareness and health literacy. First, exploratory and confirmatory factor analyses and internal consistency were used to examine the instruments’ validities and reliabilities. Second, chi-square test, independent t-test, and one-way analysis of variance were conducted to compare the health awareness and health literacy levels of adolescents from different backgrounds. Finally, hierarchical regression analysis was employed to identify the relations between health knowledge, attitudes toward health, and healthy behaviors and their predictors. The initial results indicated that adolescents’ means of health attitude decreased with increasing age and improvement in grades. University students’ means of attitude toward health and health literacy were significantly lower than those of junior high school students. Male adolescents’ scores for health awareness and health knowledge were significantly higher than those of their female counterparts. On the other hand, female adolescents’ means of health actions were significantly higher than those of their male counterparts’. Additionally, adolescents’ means of health knowledge and attitudes toward health had significant and adjusted predictive power on their health behaviors. This study demonstrated the importance of developing and implementing situational tests and curricula and activities related to students’ everyday lives to improve their health literacy. Finally, further discussion on methods to improve adolescents’ health actions and female adolescents’ health knowledge is warranted.

以實徵研究證據為基礎，探討促進學生中文閱讀理解教學議題逐漸受到重視，而使用量化統合技術推動本議題的研究，亦愈趨興盛，然而，受限研究數量，鮮少文獻針對調節變項進行深入分析，據此，本研究目的除了分析促進中文閱讀理解教學之量化統合效果外，更聚 焦於探討教學介入、參與者背景特徵、個別研究品質評估等因素，對於教學效果量可能產生的調節影響。本研究經統合分析與刪除極端值，發現國內促進中文閱讀理解教學平均效果量，分別具有+0.43 立即效果（168 筆）與+0.39 延宕效果（46 筆），為近中等程度教學成效，續經調節變項分析，發現文本重複閱讀具有顯著偏低平均教學效果、使用預測策略則具有較高教學成效，同時，參與者為特殊生或國中階段學生、使用研究者自編評量工具、實驗設計：其他與納入個別研究的品質較差者，皆可產生顯著偏高教學平均效果量。最後針對分析結果提出幾點未來實務與研究建議。 Effective instructions for reading comprehension have been studied over the past few decades, and synthesis of quantitative research has also been conducted on such instructions to analyze their effect considering cumulative findings across relevant empirical studies. However, due to the limited number of included studies, more research into moderating effects is required. This study conducted a meta-analysis of the moderating effects of characteristics of instructional intervention, participants, and methodologies. A systematic literature review was undertaken to identify and collect relevant studies. General keywords were searched for in a Taiwanese literature database. A total of 880 Chinese reading-related articles were retrieved, and 173 articles were formally included on the basis of five inclusion and exclusion criteria. After the meta-analysis, an overall average effect size of +0.43 and +0.39 was obtained separately for immediate and follow-up effects. In the analysis of moderating effects, the findings indicated a significantly low average effect size for repeated reading instruction but a large average effect size for the use of a prediction strategy or research-developed measurement tool, struggling or middle-school-aged participants, and studies with poor experimental design or failure to meet relevant standards. Finally, some suggestions and implications are given for future research.