TY - JOUR
T1 - Relationship between digital development and subjective well-being in chilean school children
AU - Donoso, Gonzalo
AU - Casas, Ferran
AU - Oyanedel, Juan Carlos
AU - López, Mauricio
N1 - Funding Information:
This work was made possible thanks to the funding granted by the CIE 160009 PIA CONICYT and FONDECYT Regular 1181533 projects. The authors also thank the Research and Development Fund in Education - FONIDE and Enlaces, Education and Technology Center of the Ministry of Education of Chile, for facilitating the databases that made this research possible.
Publisher Copyright:
© 2020 Elsevier Ltd
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2021/1
Y1 - 2021/1
N2 - This study explores how access, management and use of Information and Communication Technologies in secondary schools are related to the subjective well-being of adolescents. The central hypothesis of this work is that students attending schools with high digital development have higher levels of subjective well-being. To test this hypothesis, two quantitative empirical studies carried out in Chile are used as sources of information. The first one is the 2013 National Survey of School Well-being, applied to 15-year-old students (4964 cases) from 191 schools, and the second one is the 2012 National Census of Educational Computing. Subsequently, after both sources are merged, a descriptive analysis and an explanatory model are created based on the dependent variable Personal Wellbeing Index (PWI), and the independent variables School Digital Development Index (SDDI) and attributes of establishment and subjects. Among the results, the finding of a positive and significant relationship between school digital development and higher subjective well-being scores of students stands out.
AB - This study explores how access, management and use of Information and Communication Technologies in secondary schools are related to the subjective well-being of adolescents. The central hypothesis of this work is that students attending schools with high digital development have higher levels of subjective well-being. To test this hypothesis, two quantitative empirical studies carried out in Chile are used as sources of information. The first one is the 2013 National Survey of School Well-being, applied to 15-year-old students (4964 cases) from 191 schools, and the second one is the 2012 National Census of Educational Computing. Subsequently, after both sources are merged, a descriptive analysis and an explanatory model are created based on the dependent variable Personal Wellbeing Index (PWI), and the independent variables School Digital Development Index (SDDI) and attributes of establishment and subjects. Among the results, the finding of a positive and significant relationship between school digital development and higher subjective well-being scores of students stands out.
KW - Digital development
KW - PWI
KW - School climate
KW - Social well-being
KW - Subjective well-being
UR - http://www.scopus.com/inward/record.url?scp=85092284950&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2020.104027
DO - 10.1016/j.compedu.2020.104027
M3 - Article
AN - SCOPUS:85092284950
SN - 0360-1315
VL - 160
JO - Computers and Education
JF - Computers and Education
M1 - 104027
ER -