Objectives: To take the theory of planned behavior (TPB) as the theoretical frame, Action Control and Emotion as the third variables between Exercise Intention and Exercise Behavior, the study aimed to explore the influence factors of adolescents' exercise intention and behavior, in order to refine TPB of its explanatory power to Exercise Behavior. Method: 447 adolescents (age = 14.90 ± 1.18 yrs.; 321 males) completed the questionnaires of TPB Scale for Exercise, Physical Activity Rating Scale-3, Action Control Scale, and Exercise Emotion Scale for the measurement of their Exercise Attitude, Subjective Norm, Perceived Behavioral Control, Exercise Intention, Exercise Behavior, Action Control, and Emotion. Multiple linear regression, and structural equation modeling (SEM) were conducted to validate the TPB 7-factor model, and the relationship between its latent variables. SPSS for Windows 19.0, and Amos 17.0 were used as data analysis software. Results: Multiple linear regression showed that 61.5% of the variance in Exercise Intention was explained by Attitude toward Exercise, Subjective Norm, and Perceived Behavioral Control (F = 19.382, p < .001); Exercise Intention and Perceived Behavioral Control explained 35.0% of the variance in Exercise Behavior (F = 119.332, p < .001); hierarchical multiple regression with Exercise Behavior serving as dependent variable, ix Exercise Intention and Perceived Behavioral Control as block-1 independent variables, and Action Control and Emotion as block-2 independent variables revealed that after adding Action Control and Emotion, the explaining power of Exercise Behavior was 41.7% (F = 78.898, p < .001), which increased 6.7% (Fchange = 25.366, p < .001). Validation of goodness-of-fit indices to TPB 5-factor and TPB 7-factor models showed that the goodness-of-fit indices were acceptable, while compared with TPB 5-factor model, TPB 7-factor model which two mediators (Action Control and Emotion) were added in, the predicting and explaining power of Exercise Intention raised from 80.0% up to 84.0%, while the predicting and explaining power of Exercise Behavior raised from 58.0% to 67.0%. Testing results of mediating effect showed that both Action Control and Emotion are significant mediators between Exercise Intention and Behavior (p < .001), and Action Control, Emotion each accounted for 28.1%, 20.8% of the mediating effect between the intention and behavior. Conclusions: The TPB 7-factor model can effectively predict adolescents’ exercise behavior. It can also be used as the theoretical base for their exercise intervention. This is presented by the effective increasing of predicting and explaining power of the model to the behavior after Action Control and Emotion are added as mediators between intention and behavior. Action Control and Emotion are partial mediators between intention and behavior. It is suggested that the educators like teachers and parents should pay great attention to adolescents' will power enhancement during exercise, and help them promote the ability of self-monitoring and self-control. Educators would also help students choose their favorite sport event, increase the experience of success, enjoy the pleasure of exercise, and master emotion adjustment methods.

研究目的：以計劃行為理論為基礎架構，將行動控制、情緒作為鍛煉意向和 鍛煉行為之間的第三變量，探討影響青少年鍛煉意向與行為的影響因素，以完善 計劃行為理論，達到提高對鍛煉行為解釋力的目的。 研究方法：研究採用心理測驗法，以 447 名澳門青少年（14.90 ± 1.18 歲，男 生 321 人）為研究對象進行實測。使用的測量工具有《計劃行為理論量表》、《體 育活動等級量表-3》、《行動控制量表》、《鍛煉情緒量表》，分別用來測量青少年體 育鍛煉的態度、主觀規範、知覺行為控制、意向、鍛煉行為、行動控制及情緒。 所得資料以 SPSS for Windows 19.0 及 Amos 17.0 進行統計處理，使用多元迴歸和 結構方程模型探討計劃行為理論-7 因素模型之因素間的關係。 研究結果：多元迴歸分析結果顯示：鍛煉態度、主觀規範及知覺行為控制三 個變量可解釋鍛煉意向的 61.5%的變異量（F = 19.382, p < .001）；鍛煉意向和知覺 行為控制可解釋鍛煉行為的 35.0%的變異量（F = 119.332, p < .001）；以鍛煉行為 為因變量，以鍛煉意向和知覺行為控制為第一層自變量，以行動控制和情緒為第 二層自變量進行的分層多元回歸分析結果表明，在加入了行動控制和情緒之後， 對鍛煉行為的解釋力為 41.7%（F = 78.898, p < .001），提高了 6.7%（F change = 25.366, p < .001）。分別對 TPB-5 因素模型和 TPB-7 因素模型的結構方程模型檢驗 結果表明，兩個模型的擬合優度指數均可接受，而與 TPB-5 因素模型相比，加入 了行動控制和情緒兩個中介變量的 TPB-7 因素模型，對鍛煉意向的預測解釋力由 80.0%提高到 84.0%，對行為的預測力由 58.0%增加到 67.0%。對行動控制和情緒 的中介效應檢驗結果表明，行動控制和情緒在鍛煉意向和行為之間，均具有顯著 vii 的中介效應（p < .001），兩者的中介效應分別佔總效應的 28.1%和 20.8%。 結論：計劃行為理論七因素模型能較好地預測青少年的鍛煉行為，可以作為 青少年鍛煉行為干預的理論基礎，表現為在意向與鍛煉行為之間加入行動控制和 情緒，可有效提升模型對鍛煉行為的預測解釋力。行動控制和情緒是鍛煉意向和 鍛煉行為之間的中介變量，且起著部分中介的作用。 建議教師、家長等教育者應注重培養青少年的鍛煉意志力，幫助學生提高自 我監督和調控的能力。教育者應幫助學生選擇自己喜愛的鍛煉項目，增加成功體 驗，享受鍛煉的樂趣，並教會學生情緒調節的方法。