Well-being and technology: The effect of individual laptops in high school

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review Pub Date : 2025-04-29 DOI:10.1016/j.econedurev.2025.102653

Sigrid Johanne Husøy , Doriane Mignon

{"title":"Well-being and technology: The effect of individual laptops in high school","authors":"Sigrid Johanne Husøy , Doriane Mignon","doi":"10.1016/j.econedurev.2025.102653","DOIUrl":null,"url":null,"abstract":"<div><div>Proficiency in the use of Information and Communication Technology (ICT) has become a basic skill, along with reading, writing and mathematics, and education systems aim at ensuring satisfactory skill level in this aspect. Since 2004, high schools in Norway have increasingly provided personal laptops to students. In line with a growing concern regarding the negative effects of ICTs on well-being, particularly among young people, we evaluate the effect of this distribution on different aspects of students’ well-being (bullying, happiness at school) by leveraging the staggered implementation of the program across schools. We collected data on the year of adoption and matched it with data from a national student survey that occurred every year from 2006 to 2011. The overall results point towards no effect of the program implementation on our well-being outcomes. We find a diminution in the propensity to declare oneself bullied at school, which can be interpreted as a substitution to cyberbullying or crowd-out to other activities. The results suggest the effect is driven by schools where students’ satisfaction with their teachers is above the median.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102653"},"PeriodicalIF":1.8000,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Economics of Education Review","FirstCategoryId":"96","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0272775725000330","RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"ECONOMICS","Score":null,"Total":0}

引用次数: 0

Abstract

Proficiency in the use of Information and Communication Technology (ICT) has become a basic skill, along with reading, writing and mathematics, and education systems aim at ensuring satisfactory skill level in this aspect. Since 2004, high schools in Norway have increasingly provided personal laptops to students. In line with a growing concern regarding the negative effects of ICTs on well-being, particularly among young people, we evaluate the effect of this distribution on different aspects of students’ well-being (bullying, happiness at school) by leveraging the staggered implementation of the program across schools. We collected data on the year of adoption and matched it with data from a national student survey that occurred every year from 2006 to 2011. The overall results point towards no effect of the program implementation on our well-being outcomes. We find a diminution in the propensity to declare oneself bullied at school, which can be interpreted as a substitution to cyberbullying or crowd-out to other activities. The results suggest the effect is driven by schools where students’ satisfaction with their teachers is above the median.

查看原文本刊更多论文

幸福感与科技：高中个人笔记本电脑的影响

熟练使用信息和通信技术（ICT）已成为一项基本技能，与阅读、写作和数学一样，教育系统旨在确保这方面的技能水平令人满意。自2004年以来，挪威的高中越来越多地为学生提供个人笔记本电脑。鉴于人们日益关注信息通信技术对幸福感的负面影响，特别是对年轻人的负面影响，我们通过在各学校交错实施该计划，评估了这种分布对学生幸福感不同方面（欺凌、在校幸福感）的影响。我们收集了收养年份的数据，并将其与从2006年到2011年每年进行的全国学生调查的数据进行了比对。总体结果表明，该计划的实施对我们的福祉结果没有影响。我们发现，声称自己在学校被欺负的倾向有所减少，这可以解释为网络欺凌的替代或挤到其他活动中。结果表明，这种效应是由学生对教师满意度高于中位数的学校推动的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Economics of Education Review Multiple-

CiteScore

3.30

自引率

4.50%

发文量

审稿时长

61 days

期刊介绍： Economics of Education Review publishes research on education policy and finance, human capital production and acquisition, and the returns to human capital. We accept empirical, methodological and theoretical contributions, but the main focus of Economics of Education Review is on applied studies that employ micro data and clear identification strategies. Our goal is to publish innovative, cutting-edge research on the economics of education that is of interest to academics, policymakers and the public. Starting with papers submitted March 1, 2014, the review process for articles submitted to the Economics of Education Review will no longer be double blind. Authors are requested to include a title page with authors'' names and affiliation. Reviewers will continue to be anonymous.