隨著台灣社會快速高齡化，本論文針對年齡歧視的評估與改善進行深入探討，有兩個主要目的：編製並驗證「對老年人態度與想法量表」（Attitudes and Thoughts Toward Older People Scale, AT-TOPS），以及評估一項以認知失調為基礎、動畫媒材，以降低青少年的年齡歧視。
研究一 是一項在 PRISMA 和 COSMIN 指引下對 20 種測量工具進行的系統性文獻回顧，結果顯示現有的測量方法存在內容覆蓋面有限、結構效度不一致以及跨文化證據匱乏的問題，特別是在亞洲背景下。
研究二 透過系統性的題項生成、多學科專家審查、預試，以及在台灣南部 50 歲及以上居住於社區的成人中進行橫斷面驗證，編製了 AT-TOPS。這份包含 17 個題項的 AT-TOPS 包含三因素結構（制度性、人際和自我導向的年齡歧視）、可接受的信度，以及與憂鬱症狀、生活品質、身體復原力和身體表現的具體關聯，其中自我導向的年齡歧視與上述不良結果的關聯最強烈。
研究三 在 18 至 19 歲的學生中採用了準實驗前後測設計，以測試以認知失調理論為基礎的簡短、設計動畫、應用媒材。該教案雖未全面地減少年齡歧視，但與初始年齡歧視較高的青少年之顯著改善相關，且其反應模式在制度、人際和個人領域中有所不同。
綜合來看，心理計量與介入的研究結果突顯了年齡歧視是一個多維度的、生命歷程的現象，並強調了對於具有理論基礎、適應特定文化的測量和教育策略之需求。

This dissertation addresses critical gaps in the assessment and reduction of ageism in rapidly ageing Taiwanese society. It had two main aims: to develop and validate the Attitudes and Thoughts Toward Older People Scale (AT-TOPS), and to evaluate a cognitive-dissonance-based, animation-supported educational intervention to reduce ageism among adolescents.
Study 1, a PRISMA- and COSMIN-guided systematic review of 20 instruments, showed that existing measures suffer from limited content coverage, inconsistent structural validity, and scarce cross-cultural evidence, particularly in Asian settings.
Study 2 developed the AT-TOPS through systematic item generation, multidisciplinary expert review, pilot testing, and cross-sectional validation in community-dwelling adults aged 50 years and older in southern Taiwan. The 17-item AT-TOPS demonstrated a clear three-factor structure (institutional, interpersonal, self-directed ageism), acceptable reliability, and meaningful associations with depressive symptoms, quality of life, physical resilience, and physical performance, with self-directed ageism most strongly linked to adverse outcomes.
Study 3 employed a quasi-experimental pre–post design among 18–19-year-old students to test a brief animation-based intervention grounded in cognitive dissonance theory. The program did not uniformly reduce ageism but was associated with significant improvements among adolescents with high baseline ageism, and response patterns differed across institutional, interpersonal, and individual domains.
Taken together, the psychometric and intervention findings highlight ageism as a multidimensional, life-course phenomenon and underscore the need for theoretically grounded, culturally adapted measurement and educational strategies.

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