目的：探討單性、雙性教育環境的青春期女性其身體自我概念、運動期望價值與運動參與程度之差異，以及身體自我概念、運動期望價值與運動參與程度的關係。方法：研究對象是五所高中女學生共543位(單性環境265位、雙性環境278位，平均年齡：16.77 ± .73歲)，研究工具包括「身體自我概念量表」：肥胖、外表、整體身體自我概念、自尊分量表，「運動期望與價值量表：兒童及青少年版」、「運動參與程度」。結果：1.單性教育環境的高中女生在身體自我概念、自尊、能力期望、工作價值及運動參與程度的得分顯著高於雙性教育環境的女生 (p < .05)，而負向指標的肥胖、重要他人期望代價則是雙性教育環境的女性得分較高(p < .05)。2.多元階層迴歸分析結果顯示，控制雙性單性教育環境之後，能力期望、工作價值、整體身體自我概念顯著預測運動參與程度。結論：單性教育環境可能有利高中女生發展運動及自我概念正向態度。

Purpose: To explore the differences between coeducation and single-gender school girls on physical self-description, the sport expectancy and value and exercise behavior, and to explore the relationship among physical self-description, the sport expectancy and value and exercise behavior in adolescent girls. Methods: The participants consisted of 543 female students (single-gender = 265, coeducational = 278, mean age = 16.77 ± 0.73 years) from five high schools in Taiwan. The measurements included Physical Self-Description Questionnaire (body fat, appearance, global physical self-concept, and self esteem dimensions of the scale), Expectancy and Value Beliefs Scale in Sports for Children and Youth and Exercise Behavior Scale. Results: 1. The girls in the single-gender school had significant higher scores on global physical self-concept, self esteem, ability expectancy, task value and exercise behavior than coeducation girls. The coeducation girls had significant higher scores on body fat, expectancy cost from significant others than single-gender school girls. 2. According to hierarchical regression analysis showed that controlling coeducation and single-gender school factors, ability expectancy, global physical self-concept and task value significant predicted exercise behavior. Conclusions: The single-gender education may to facilitate adolescent girls to expand positive exercise attitude and self-concept.