نبذة مختصرة : The present research work is composed by two independent studies. The first 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 (4,964 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. On the other hand, the second study investigates the effects of the different types of technology use, in personal contexts, on schoolchildren's subjective well-being and, concurrently, whether these effects are different when the use of technology is problematic. The central hypotheses are 1) The use of the Internet affects the subjective well-being of school children negatively only when this use is problematic, and 2) The effect on subjective well-being is different according to the type of Internet use. To respond to the objectives of the research, a survey was applied to 15-year-old adolescents (2,579 cases), distributed in 330 public schools, beneficiaries of a government program for the delivery of personal computers and Internet access via mobile broadband for a year. Subsequently, for analytical purposes, three simple mediation models were created, whose ...
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