本研究探討學習背景對於青少年觀看流行插畫風格所造成之審美評價差異，包含美感與偏好判斷。研究刺激物為30張自流行設計雜誌與媒體挑選的插畫，風格分類包含六類主題和五類形式。立意抽樣82位青少年受測者，男女各半，填答圖像的美感與偏好程度的七尺度量表。研究結果顯示青少年追求「濃情密意」和「時尚摩登」等正向溫馨主題，與規避「暴力戰鬥」此類負向主題的美感傾向；喜愛「具象寫實」描繪或具有「圖案裝飾」設計的形式，不歡迎「表現變形」的誇大手法。設計背景者相對於非設計背景者對「暴力戰鬥」、「濃情密意」和「時尚摩登」這些充滿情緒和情感的主題具有較高的美感感受；對複雜且具技巧性的「具象寫實」和「圖案裝飾」形式亦展現出較高的美感評價。非設計者則對於「卡通漫畫」和「立體公仔」此類通俗作品覺得較為美麗。然而，在偏好評分上，設計與非設計專業背景在風格各方面並無顯著差異。結果發現美感與偏好在審美心理上可能無法完全類通，後天陶養是審美個體差異的關鍵原因，推論長期環境變遷影響的是偏好，專業教育訓練影響的是美感。審美素養的提升關鍵可能在於美感的培育，而非偏好的選擇，透過適當的設計訓練當能有效提升學生美感感受能力。

This study explores the difference in the aesthetic evaluation of popular illustration styles by adolescents from their learning backgrounds. Thirty illustrations including the styles of six themes and five forms are selected from popular design magazines and media. A total of 82 subjects, of which half were males and half were females from the young generation were recruited to answer a seven-point scale of the beauty and preference of the images. The results show adolescents’ beauty tendency to pursue positive warmth themes such as “sweet romance” and “modern fashion”, and avoid negative violent theme such as “violent combat”; they generally prefer “realism” description or “ornament” decorative design, and do not welcome “deformity” expression. However, those with design background have a higher beauty evaluation of emotional themes such as “violent combat”, “sweet romance” and “modern fashion” than those with non-design background; those with design background also show a higher beauty evaluation in complex and technical illustrations such as “comic” and “3D figure”. However, there is no significant difference in the preference of various styles between design and non-design professional backgrounds. The results found that beauty and preferences may not be completely analogous in aesthetic psychology. Acquired nurturing may be the key reason for individual differences in aesthetics. It is inferred that the long-term environmental changes affect preference judgment, and education affects beauty evaluation. The key to the improvement of aesthetic literacy may lie in the cultivation of beauty sense, rather than the preferred choice. Appropriate design training can effectively improve students’ aesthetic perception ability.