-
精確檢索 : 冠狀病毒
-
模糊檢索 : 冠狀病毒
-
冠狀病毒感染冠狀病毒疾病
-
查詢出版品: 冠狀病毒
Read this ↓
- Journals
臺灣兒童參與權的落實：以兒童為主體的經驗研究
Implementation of Children's Participation Rights in Taiwan: A Study of Children's Subjective Experiences
Abstracts
研究目的：探討臺灣兒童參與權落實的主體經驗、影響因素及對兒童福祉之影響。研究方法：採用結構方程模型，對臺灣110所小學，3,793位六年級兒童的自陳報告問卷調查資料進行「過程－個體－情境－時間」模型（Process-Person-Context-Time model, PPCT）理論驗證。研究結果：86%的臺灣兒童自陳在家庭與學校的參與權落實有良好的主體經驗，影響因素包括與父母、老師的關係、父母的教育程度、城市環境、兒童對參與權的認知和環境氛圍等。兒童參與權的主體經驗對其自信、自主性、幸福感及韌性等具有正向影響。研究結論：提供臺灣兒童參與權落實的主體經驗之生態理論模型驗證證據及其與兒童發展福祉等相關之實證資料。本研究建議應進一步促進兒童參與權的落實，以增進其全面發展與福祉。
Parallel abstracts
Research Purpose: Children's right to participation, as emphasized in the United Nations Convention on the Rights of the Child (CRC), is a cornerstone of children's rights and a prerequisite for realizing other rights. This study explores the subjective experiences of Taiwanese children regarding their participation rights and examines how these experiences are shaped by ecological environments and developmental outcomes. Bronfenbrenner's Process-Person-Context-Time (PPCT) model provides the theoretical foundation, enabling a comprehensive understanding of how individual, relational, and contextual factors interact in shaping children's participation. Method: Data were derived from the "Taiwan Children's Rights Indicator Study," using the Children's Social Participation questionnaire, which targeted sixth-grade students aged 12-13 in Taiwan's elementary schools as of September 2021. A probability proportional to size (PPS) sampling method was employed, and data were collected between October 20, 2021, and March 30, 2023. The final sample included 3,793 valid responses from 110 schools across Taiwan, with a balanced gender distribution and broad demographic representation. Missing values were managed using mean imputation in SPSS, followed by descriptive and correlational analyses. Structural Equation Modeling (SEM) was performed using AMOS, with Confirmatory Factor Analysis (CFA) validating four latent constructs within the PPCT framework before testing the full structural model. Results: The analysis revealed that 86% of children reported positive experiences of participation in family and school contexts. Significant predictors included child-parent and child-teacher relationships, parental education levels, and city-level well-being. Children's perceptions of living in rights-respecting environments were also positively associated with stronger participation experiences. Furthermore, participation was significantly related to greater confidence, autonomy, and subjective well-being, although its impact on resilience was evident but relatively modest. Additional findings highlighted the multidimensional nature of participation: offline rights were generally respected, yet online participation protections remained weak. Positive parent-child relationships and respectful adult-child interactions were identified as key enablers, while cultural background and social inequalities influenced participation opportunities. City-level well-being indicators were strongly linked to participation, underscoring the value of child-friendly urban planning. Finally, the study identified limitations in existing measurement tools, pointing to the need for more comprehensive instruments. Conclusion: This study demonstrates the applicability of the PPCT model in analyzing children's participation rights in Taiwan. The findings underscore the critical role of everyday interactions, supportive adult-child relationships, and participatory environments in shaping meaningful participation. Policy implications include strengthening rights-based education, enhancing adult awareness and capacity, improving digital protections, and adopting equity-based practices to address social disparities. Building resilience requires long-term investment in supportive structures and mental health resources. Future research should develop longitudinal and multidimensional measures of participation and further investigate cultural and contextual influences. Overall, this study provides empirical evidence that children are not passive recipients of rights but active rights-bearers whose voices must be respected consistently across both offline and digital domains.