現代社會大眾注重效率與方便性，廠商大量製造生產，刺激消費的結果，產生大量的廢棄物，為環境帶來極大的負荷，因此，綠色消費被視為是全球永續發展與環保教育的重要工作。青少年時期的消費認知、態度與行為，決定成年後消費傾向，家長也往往受到孩子的影響而改變他們的購物習慣，所以，探究如何在青少年時期培養綠色消費的習慣是綠色消費教育的重要議題。本研究以宜蘭縣三所國中的學生作為研究的對象，以綠色消費的4R－拒用（Refuse）、減量（Reduce）、重複使用（Reuse）、資源回收（Recycle）為準則，針對國中生的綠色消費認知、綠色消費態度、及綠色消費行為等相關因素進行調查與分析。研究結果發現，「綠色消費行為」的表現會因個人背景變項的差異有所不同，但個人背景變項不會影響「綠色消費認知」與「綠色消費態度」，女生在重複使用態度、消費態度、重複使用行為上皆較男生願意投入。此外，綠色消費行為、綠色消費認知與綠色消費態度三者彼此都是正相關的關係，當其中一項的知識越豐富，連帶提升其他項目的知識與行動。多元逐步迴歸分析綠色消費行為，發現4R理念對綠色消費認知、綠色消費態度、綠色消費行為皆具有顯著的解釋力。本研究建議綠色消費教育應與各領域教學做更緊密的連結，例如在學習的活動中，提供綠色消費資訊、融合多樣化的社團活動等。青少年認識綠色消費，能規劃自己消費的方式，家長也應多鼓勵孩子勇於去嘗試各類型的綠色消費活動，共同促進發展永續的綠色消費生活模式。本研究的成果，有助於推動綠色消費教育，相關成果也提供後續研究的學者參考。

The public pays attention to efficiency and convenience in consumption because numerous of manufacturers producing and stimulating consumption, amounts of waste are produced and the environmental burden. Green consumption is regarded as an important task for global sustainable development and environmental education. Consumption perceptions, attitudes, and behaviors in adolescence determine the propensity to consume in adulthood. Parents of adolescent are often affected by children to change their shopping habits. Therefore, exploring how to cultivate the green consumption habits for teenagers is an important issue in green consumption education. This study takes students from three junior high schools in Yilan County as the research samples, and uses 4R as criteria for green consumption. Investigate and analyze relevant factors such as green consumption awareness, green consumption attitude, and green consumption behavior. The performance of "green consumption behavior" is significant due to the differences in personal background variables. However, personal background variables will not affect "green consumption cognition" and " green consumption attitude". Girls are more willing than boys in reuse attitude, consumption attitude, and reuse behaviors. In addition, green consumption behavior, green consumption awareness and green consumption attitude are positively related to each other. This study suggests that the green consumption education should be closely linked to teaching activities in various fields, such as providing green consumption information in learning activities, and integrating diverse community activities, etc. The teenagers can plan their own consumption patterns if they understand green consumption. Their parents should encourage them to try all kinds of green consumption activities and jointly promote and develop sustainable green consumption life. The results of this research are helpful to promote green consumption education, and the related results also provide references for follow-up scholars.