本研究目的：一、瞭解大學生在中華職棒的觀賞行為階段之現況；二、比較不同觀賞行為階段的大學生在中華職棒觀賞意圖上之差異；三、探討計畫行為理論應用於大學生在中華職棒觀賞意圖之適用性；四、探討計畫行為理論對大學生在中華職棒觀賞行為階段的解釋力。本研究之研究對象為台灣公私立大學之大學部學生共1,345人。所用的研究工具為大學生在中華職棒觀賞意圖之問卷調查表。所得資料以單因子變異數分析及邏輯斯迴歸分析進行各項統計考驗。研究結果顯示：大學生在不同觀賞行為階段中，維持期學生在各個觀賞行為意圖因素的意圖最強，無意圖期學生最低；另大學生的觀賞態度、主觀規範及知覺行為控制因素可以有效預測其觀賞意圖；計畫行為理論探討大學生在中華職棒之觀賞意圖具有適用性，及探討觀賞行為階段改變具有解釋力。因此，應用計畫行為理論可以清楚了解大學生對中華職棒的觀賞意圖；另以觀賞行為階段模式探討，可知道大學生觀賞中華職棒意圖目前所處的階段，並運用適當及正確的觀賞行為改變的介入策略，有助大學生觀賞行為階段的改變，進而到現場觀賞比賽。

The aims of the study were: (1) to investigate the current status of attendance behavior of Taiwanese college students at the Chinese Professional Baseball League (CPBL), (2) to compare the differences of attendance intention on CPBL for the Taiwanese college student with respect to different stages of attendance behavior, (3) to discuss the compatibility to apply the Theory of Planned Behavior (TPB) to explain attendance intention of college students towards the CPBL, and (4) to discuss the explanatory power in the application of the TPB to explain stages of attendance behavior for the college student towards the CPBL. In this study 1,345 college students were included and attendance intention for the CPBL was assessed based on the questionnaires Our results indicated that (1) with respect to the stages of attendance behavior, the college students in the Maintenance Stage have the strongest attendance intention. In contrary, students in Pre-contemplation Stage have the lowest attendance intention; (2) attendance attitudes, subjective norms, and perceived behavioral control for college students can effectively predicate the attendance intention and (3) Attendance attitude, subjective norms, perceived behavioral control, and attending intention were the key factors which affected the stage of attendance behavior moving from Pre-contemplation Stage to contemplation stage for college students. Therefore, the TPB demonstrated a compatibility to explain the attendance intention and the explanatory power to explain stages of attendance behavior towards the CPBL for Taiwanese college students. Futhermore, investigation on each stage for college student could be helpful to develop intervention strategy to facilitate behavior modification for attendance.