在台灣家庭中寵物（同伴動物）飼養非常普遍，寵物也是家庭中非常重要的成員。飼養寵物能培養兒童的耐心和愛心，但是飼養不當所延伸出的問題卻可能層出不窮。而這些問題的形成，與飼主如何飼養寵物有關，所以增進飼主對寵物飼養的知識、態度與技能教育是減少與解決問題的一種最可行方法。兒童是目前家庭寵物的重要飼主，更是未來寵物飼養的決定者。了解兒童的寵物飼養行為及影響因素，可以作為學校發展動物飼養以及生態環境課程發展的參考。 目前國小的動物飼養課程大部分是放在中低年級，高年級學童已接受過學校課程中動物飼養教育，因此以高年級學童為研究對象，來進行本研究。本研究之目的在於了解國小高年級學童的寵物飼養行為及其影響因素，以台中縣市國小高年級學童為研究對象，採用問卷調查法，研究工具為一份自填之調查問卷，以隨機抽樣法，抽出1540位學童接受問卷調查，回收有效問卷1250份。 研究結果發現，超過九成的學童在學校的課程中曾飼養過小動物，五成的學童家中現在正在飼養寵物，以魚、狗最多，魚主要是用買來的，狗大多是親朋好友送的。過去有飼養寵物的家庭中有四成七會持續飼養寵物。七成的學童表示長大後想飼養寵物，女生有此意圖的機率是男生的1.6倍；有寵物飼養經驗仍有此意圖的是沒有寵物飼養經驗者的2.5倍。學童對寵物的態度越正向、自覺寵物飼養知識越高者，在寵物飼養行為上與寵物的關係就更緊密，而且願意對寵物照顧所做的承諾就越高。影響學童的寵物飼養行為意向的因素中，其影響力大小依序為「對寵物的態度」、「自覺重要第三人的看法」、「便利性知覺」、「自覺寵物飼養知識」、「與寵物的關係」。 研究者建議：（1）教師宜透過課程設計和教學來提升學生負責任的寵物飼養行為，特別是情意層面的教學，使學生對寵物有更正向的態度。（2）學校應該提供一個合適的環境給學生和教師飼養與安置教學中需要的寵物。（3）為了防止寵物飼養所造成的問題，應訂定法規來維持一個健康和乾淨環境以避免寵物飼養所造成的污染和疾病傳染的問題。（4）父母應該關心並協助孩子照顧家中寵物以建立兒童健全的寵物飼養態度與行為。
Pets raising has become popular in Taiwanese families. Pets can be valuable members of the family. A pet can help children learn to be gentle and patient, and how to care for an animal. However, pets raising has been accompanied by many serious issues requiring public attentions. A solution to these issues is to educate the owners treating their pets properly. It is imperative to understand their attitudes and effects being co-owners, because school-aged children are also vital members to care for family pets. The purpose of this study was to understand the 5th and 6th grade student’s knowledge, attitudes, intention and behavior about the ownership of a pet. The questionnaire method was adopted for this research and the intended subjects are the 5th and 6th grade students from Taichung City and Taichung County in Taiwan. The research instrument was a copy of self fill-in questionnaire including CABS, LAPS and MCPS, by random sampling to get 1540 students to participate. A total there were 1250 valid questionnaires returned. The results showed that over 90% of the students had an experience of caring for animals in school, and 50% of the students are containing a family pet of any sort. About 70% of the students expressed the intention to own a pet in the future. A girl is 1.6 times as likely as a boy to be a future pet owner. An experienced pet care child is 2.5 times as likely as an unexperienced counterpart child to be a future pet owner. Children with positive attitude toward pet and higher perceived knowledge of pet care had higher quality of child-pet relationship. The factors that affected the children’s behavior intention on the pet, listed from the greatest to the least, including “attitude toward pets”, “significant others”, “perceived facilitation”, “perceived knowledge of pet care”, “child-pet relationship”. The researchers recommended that the teachers should promote responsible pet care behavior through well-designed curriculum and instruction, especially by addressing the affective dimension of teaching to help the students to formulate positive attitude towards the pets. The schools should provide a suitable environment for the students and teachers to manage the pets for instructional needs. Regulations concerning pets care are also needed to avoid environmental contamination and disease transmission and to prevent the issue of pet abuse. Parents should provide necessary assistance and careful attention to enable their children’s best practice in pet care.