Relationship between digital development and subjective well-being in chilean school children

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dc.contributor.authorDonoso, Gonzalo
dc.contributor.authorCasas, Ferran
dc.contributor.authorCarlos Oyanedel, Juan
dc.contributor.authorLopez, Mauricio
dc.date.accessioned2025-01-20T23:55:41Z
dc.date.available2025-01-20T23:55:41Z
dc.date.issued2021
dc.description.abstractThis 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.
dc.fuente.origenWOS
dc.identifier.doi10.1016/j.compedu.2020.104027
dc.identifier.eissn1873-782X
dc.identifier.issn0360-1315
dc.identifier.urihttps://doi.org/10.1016/j.compedu.2020.104027
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/95104
dc.identifier.wosidWOS:000595248200006
dc.language.isoen
dc.revistaComputers & education
dc.rightsacceso restringido
dc.subjectDigital development
dc.subjectSubjective well-being
dc.subjectSchool climate
dc.subjectSocial well-being
dc.subjectPWI
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación de calidad
dc.titleRelationship between digital development and subjective well-being in chilean school children
dc.typeartículo
dc.volumen160
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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