| Summary: | 碩士 === 臺北市立教育大學 === 國民小學教師在職進修公民與社會教學碩士學位班 === 100 === The purpose of this study is to discuss the status quo of elementary school higher-grade students’ knowledge of and attitude toward human rights and explore the influence of their family backgrounds on the human rights phenomenon. The author samples the higher-grade students from Taipei Wanshing Elementary School and Taipei Nanman Elementary School as the study objects, and uses the self-made “Questionnaire on family background vs. Human rights awareness of the Taipei Elementary School higher-grade students” as a survey tool for the study. Data collected from the questionnaires are analyzed with the methods of “descriptive statistics”, “independent samples T-test”, “single factor analysis of variance”, “Pearson product-moment correlation” and “multiple regression analysis”. And the findings of the study are summarized as follows:
1. The human rights knowledge of Taipei elementary school higher-grade students are fair. And their “general human rights knowledge tests” are better scored than “children human rights knowledge tests”.
2. The tendency of these students’ human rights attitude is positive.
3. Family background has a significant impact on these students’ human rights knowledge.
The school grade, parents' education level, father’s occupation, subscriptions to domestic and foreign magazines, Internet access, art class participation, TV news watching frequency, cultural contact frequency, mother’s parenting approach, parents’ attentiveness to children’s learning, parents’ caring, mother’s learning participation, number of siblings, and family structure, all make significant differences in these students’ human rights knowledge.
4. Family background has a significant impact on these students’ human rights attitude.
The gender, grade, parents' education level, internet access, TV news watching frequency, cultural contact frequency, parenting approach, parents attentiveness to children’s learning, parents caring, number of siblings, and family structure, all make significant differences in these students’ human rights attitude.
5. These students’ human rights awareness and human rights attitude have a positive correlation.
6. The variables of family background of these students can be used to predict human rights knowledge and attitude of human rights.
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