Lloyd Katrina, Emerson Lesley
School of Education, Queen's University Belfast, University Road, Belfast, BT7 1NN UK.
Child Indic Res. 2017;10(3):591-608. doi: 10.1007/s12187-016-9396-9. Epub 2016 May 23.
In recent years wellbeing has been linked increasingly with children's rights, often characterised as central to their realisation. Indeed it has been suggested that the two concepts are so intertwined that their pairing has become something of a mantra in the literature on childhood. This paper seeks to explore the nature of the relationship between wellbeing and participation rights, using a recently developed 'rights-based' measure of children's participation in school and community, the Children's Participation Rights Questionnaire (CPRQ), and an established measure of subjective wellbeing - KIDSCREEN-10. The data for the study came from the Kids' Life and Times (KLT) which is an annual online survey of Primary 7 children carried out in Northern Ireland. In 2013 approximately 3800 children (51 % girls; 49 % boys) from 212 schools participated in KLT. The findings showed a statistically significant positive correlation between children's overall scores on the KIDSCREEN-10 subjective wellbeing measure and their perceptions that their participation rights are respected in school and community settings. Further, the results indicated that it is the social relations/autonomy questions on KIDSCREEN-10 which are most strongly related to children's perceptions that their participation rights are respected. Exploration of the findings by gender showed that there were no significant differences in overall wellbeing; however girls had higher scores than boys on the social relations/autonomy domain of KIDSCREEN-10. Girls were also more positive than boys about their participation in school and community. In light of the findings from this study, it is suggested that what lies at the heart of the relationship between child wellbeing and children's participation rights is the social/relational aspects of both participation and wellbeing.
近年来，幸福感与儿童权利的联系日益紧密，儿童权利常被视为实现幸福感的核心要素。事实上，有人认为这两个概念相互交织，以至于它们的结合在关于童年的文献中已成为一种口头禅。本文旨在探讨幸福感与参与权之间关系的本质，采用最近开发的一种基于权利的儿童在学校和社区参与情况的衡量方法——儿童参与权问卷（CPRQ），以及一种既定的主观幸福感衡量方法——儿童生活质量量表-10（KIDSCREEN-10）。该研究的数据来自儿童生活与时代调查（KLT），这是北爱尔兰对小学七年级儿童进行的年度在线调查。2013年，来自212所学校的约3800名儿童（51%为女孩；49%为男孩）参与了KLT调查。研究结果显示，儿童在儿童生活质量量表-10主观幸福感衡量指标上的总体得分与他们认为自己在学校和社区环境中的参与权得到尊重的认知之间存在统计学上显著的正相关。此外，结果表明，儿童生活质量量表-10中与社会关系/自主性相关的问题与儿童认为自己的参与权得到尊重的认知最为密切相关。按性别对研究结果进行的探讨表明，总体幸福感没有显著差异；然而，在儿童生活质量量表-10的社会关系/自主性领域，女孩的得分高于男孩。女孩对自己在学校和社区的参与也比男孩更积极。鉴于本研究的结果，有人认为儿童幸福感与儿童参与权之间关系的核心在于参与和幸福感的社会/关系层面。
