本文旨在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。<br>研究結果顯示，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。本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。

Children’s right to participation, as emphasized by the United Nations Convention on the Rights of the Child (CRC), is a cornerstone of child rights and a prerequisite for realizing other entitlements. This study aims to explore the subjective experiences of Taiwanese children regarding their participation rights, and how these experiences are associated with their ecological environments and developmental outcomes. The theoretical framework is based on Bronfenbrenner’s Process–Person–Context–Time (PPCT) model.<br>The data for this study were derived from the “Taiwan Children’s Rights Indicator Study.” The measurement tool used was the “Children’s Social Participation” questionnaire, targeting sixth-grade students aged 12-13 in Taiwan’s elementary schools as of September 2021. Using a probability proportional to size (PPS) sampling method, data were collected from October 20, 2021, to March 30, 2023. A total of 3,793 valid responses were obtained from 110 schools across Taiwan, yielding a gender-balanced and demographically representative sample.<br>Missing values were first handled using the mean imputation method in SPSS, followed by descriptive and correlational analyses. Structural Equation Modeling (SEM) was conducted using AMOS. Confirmatory Factor Analysis (CFA) validated the measurement models of four latent variables in the PPCT model, followed by full model analysis to evaluate the structural relationships.<br>Results indicate that 86% of children reported positive experiences of participation in family and school settings. Significant predictors of participation experiences included child–parent and child–teacher relationships, parental education, and city-level well-being. Children’s perceptions of living in a rights-respecting environment also positively influenced their participation. Moreover, participation was also significantly linked to children’s confidence, autonomy, well-being, and resilience.<br>This study finds that children’s participation rights are shaped by everyday interactions and broader contexts. Based on the findings, the following suggestions are proposed: Children in Taiwan increasingly assert their rights, suggesting the need to strengthen rights-based education. While they feel respected offline, their rights online are less protected, calling for improved digital literacy and safeguards. Participation depends on the quality of relationships with adults; thus, adult awareness and capacity should be enhanced. Although participation fosters autonomy and well-being, building resilience requires long-term support and mental health resources. Social inequalities affect participation, highlighting the need for inclusive, equity-based practices. City-level well-being influences participation, stressing the value of child-friendly urban planning. Finally, existing measurement tools are limited and should be improved to better reflect children’s diverse experiences and inform policy.<br>In conclusion, the study confirms the applicability of the PPCT model to understanding children’s participation rights in Taiwan. It underscores the importance of adult–child relationships, participatory environments, and inclusive policy frameworks. The findings call for the development of longitudinal, multidimensional participation measurement tools and a societal shift toward recognizing children as active rights-bearers.