緒論：步行上學可以促進學童的身體活動並預防肥胖。過去研究證實學童步行上放 學的諸多因素如：健康行為、都市計畫、交通狀態，少有探討自我效能、家庭與環境對 學童步行上學的影響。本研究旨在探討自我效能、家庭與環境對學童走路上學之影響。 方法：本研究以國小五年級學童為對象，在雙北市及苗栗後龍鎮各抽出學校班級，作為 城市與鄉村地區的代表。問卷總計發出536 份，回收有效問卷為382 份，回收率為71%。 研究結果將以SPSS 20.0 統計軟體進行描述性統計、相關分析以及邏輯斯迴歸分析。結 果：顯示53.9% 學童以走路方式上放學、46.1% 學童則否。學童採走路上放學之自我效 能越高、家人表示支持走路上學、家裡至學校距離較近，以及家裡到學校附近環境越舒 適者，學童愈會採走路的方式上放學。不論城鄉，自我效能皆為重要因子，母親的職業 或教育程度對學童走路上學有影響。此外，家人的支持對鄉村學童走路上學亦是重要影 響因素。家裡到學校的距離會影響城市學童走路上學，但在鄉村地區，步行環境的舒適 程度才是顯著的環境影響因素。結論：本研究證實家人支持與適於步行環境是學童走路 上學重要影響因素。未來在推廣走路上學的計畫時，應持續關注影響走路上學的環境便 利性 (離家近)，而非僅是安全而已。

Introduction: Active commuting to school (ACS) can promote children’s physical activity and may prevent childhood obesity. Previous researchers in various disciplines, e.g., health, urban planning, and transportation, have identified various predictors of ACS. However, little research has been carried out into investigating the effect of self-efficacy, family and environment on ACS. This study aims to explore the relationship of self-efficacy, family and environment with the practice of walking to school of schoolchildren. Methods: The fifth graders in Taipei, New Taipei and Miaoli County, which represented city and rural areas, respectively, were invited to participate in this research. 382 out of 536 students were composed of the sample with a response rate of 71%. SPSS for Window 20.0 statistical software was used for descriptive analysis, correlation, and logistic regression. Results: (1) 53.9% of schoolchildren walked to school and 46.1% went to school by other means. (2). Those schoolchildren with higher self-efficacy and more family support of active transportation, also with closer proximity from school to their residence and higher aesthetic environment were more likely to walk to school. In both urban and rural areas, self-efficacy was an important factor affecting schoolchildren walking to school. Also, education level of their mother and occupational level of the parents were the factors highly associated with the manners the children would take to go to school. Moreover, family support was an important factor in rural schoolchildren walking to school. The distance from home to school affects schoolchildren in the city, but in rural areas, the comfort level of the pedestrian environment was a significant environmental factor. Conclusions: The results indicated that family support factors and environment for walking influenced the choice whether students in the elementary schools would walk to school. Future school- and community-based programs promoting walking to school should continue to focus on making walking to school not only safer, but also more enjoyable.