Abstract 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.

中文翻译：

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智利学童数字化发展与主观幸福感的关系

摘要 本研究探讨了中学信息和通信技术的获取、管理和使用与青少年主观幸福感之间的关系。这项工作的中心假设是，就读于数字化发展程度高的学校的学生具有更高的主观幸福感。为了检验这一假设，在智利进行的两项定量实证研究被用作信息来源。第一个是 2013 年全国学校幸福感调查，适用于 191 所学校的 15 岁学生（4964 例），第二个是 2012 年全国教育计算普查。随后，在合并两个来源后，基于因变量个人幸福指数 (PWI) 创建描述性分析和解释模型，以及自变量学校数字发展指数 (SDDI) 以及机构和学科的属性。在这些结果中，学校数字化发展与学生更高的主观幸福感分数之间存在显着正相关的发现尤为突出。