背　景 自尊是人格、想法、行動及感覺的重要構念。青少年階段是自尊發展的主要階段，臺灣現行國中並無自尊課程，利用現有課程融入自尊的促進教學為可行方案。
目　的 本研究探討「自尊融入健康與體育領域課程」對國中生自尊的影響。
方　法 採準實驗研究設計，以台北市二所國中（隨機分派為實驗組、對照組）七年級共184名學生為對象。實驗組在一學年、32週、每週3節、每節45分鐘的健康與體育領域課程中，接受「自尊融入教學」，控制組則接受常規無特別設計之自尊活動的健康和體育領域課程。介入前、後一週分別接受整體自尊和學業、身體、社會、家庭自尊的測量，並以單因子共變數分析來評估介入成效。
結　果 全體實驗組學生的身體自尊（p = .02）顯著優於對照組；女生實驗組的家庭自尊（p =
.02）顯著優於對照組。兩組在整體自尊上無顯著差異。
結　論／實務應用
本研究初步發現「自尊融入健康與體育領域課程」對國中生的身體與家庭自尊有影響，研究結果可提供學校教師及相關行政人員設計相關課程提升學生自尊的參考；亦可提醒健康相關人員照顧青少年時，關注並提供適切地自尊建構計畫。

Background: Self-esteem, a key construct of personality, in-fluences thoughts, actions, and feelings. Adolescence is a critical stage to the development of self-esteem. Taiwan currently offers no self-esteem building curriculum in the public education sys-tem. Therefore, incorporating self-esteem-related teaching activ-ities into the existing curriculumrepresents a feasible approach to enhance self-esteem in middle school students.
Purpose: This study aimed to explore the effects on junior high school students’ self-esteem of a self-esteem program incorpo-rated into the general health and physical education curriculum.
Methods: A quasi-experimental research design was used, and 184 seventh-grade students at two junior high schools in Taipei City were randomly selected and separated into two groups.
The experimental group received one 32-week self-esteem program incorporated into their regular health and physical edu-cation curriculum, which was administered in three 45-minute-session classes each week. The control group received the regular health and physical education with no specially designed elements. During the week before the intervention began and the week after its conclusion, each participant’s global and aca-
demic, physical, social, and family self-esteem was assessed.Data were analyzed using analysis of covariance.
Results: For all participants, the experimental group was sig-nificantly superior to the control group in respect to physical self-esteem (p = .02). For girls, the experimental group was sig-nificantly superior to the control group in family self-esteem (p = .02). However, there was no significant difference between the two groups in terms of global self-esteem.
Conclusions and Implications for Practice: This study pro-vides preliminary evidence that incorporating self-esteem ac-tivities into the regular school health and physical education curriculum can result in minor effects in students’ physical self- esteemand family self-esteem. Findingsmay provide teachers and school administratorswith information to help themdesign programs to improve students’ self-esteem. This study also re-minds health professionals to focus on providing self-esteem-building programs when working with adolescent clients.