LEADER 03845nam 22006135 450 001 9910574040003321 005 20251202143722.0 010 $a3-031-04412-6 024 7 $a10.1007/978-3-031-04412-0 035 $a(MiAaPQ)EBC6998236 035 $a(Au-PeEL)EBL6998236 035 $a(CKB)22893529400041 035 $a(BIP)84323328 035 $a(BIP)83659226 035 $a(DE-He213)978-3-031-04412-0 035 $a(EXLCZ)9922893529400041 100 $a20220520d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAdolescent Well-Being and ICT Use $eSocial and Policy Implications /$fby Josef Kuo-Hsun Ma, Simon Cheng 205 $a1st ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2022. 215 $a1 online resource (246 pages) 225 1 $aHuman Well-Being Research and Policy Making,$x2522-5375 311 08$aPrint version: Ma, Josef Kuo-Hsun Adolescent Well-Being and ICT Use Cham : Springer International Publishing AG,c2022 9783031044113 327 $aChapter 1. Introduction: Digital divide from differentiated access to differentiated use -- Chapter 2. The influence of ICT use on students? well-beings -- Chapter 3. The second digital divide among schools -- Chapter 4. The second digital divide between rich and poor students -- Chapter 5. The second digital divide between male and female students -- Chapter 6. The second digital divide from a more global perspective -- Chapter 7. Conclusion. 330 $aIn this book, the authors expertly examine the issue of adolescent well-being in the light of their exposure to and use of information and communication technologies (ICTs) at school and home. The authors discuss a new form of inequality especially noticeable among youth, which is, digital inequality/divide, created through rapid developments in ICT. They analyze the relation between digital divide and educational inequality among youth, describe patterns of social exclusion from technology and education, and discuss related policies in industrialized nations to see how well-being issues can be addressed in this context. Comparing results based on nationally representative and internationally comparative datasets across 28 countries, the authors ask how and why the benefits accruing from ICT are substantially greater for some adolescents, but apparently smaller for others and how such differences may be reduced. They provide policy suggestions that are broadly based in the fields ofwell-being, secondary education, and technology use. This book is of interest to researchers and students of quality of life and well-being studies and a wide range of social science and education disciplines, including the sociology of education, media sociology, sociology of childhood and adolescence, communication studies, and science and technology education. . 410 0$aHuman Well-Being Research and Policy Making,$x2522-5375 606 $aQuality of life 606 $aEducation and state 606 $aScience$xSocial aspects 606 $aQuality of Life Research 606 $aEducational Policy and Politics 606 $aScience and Technology Studies 615 0$aQuality of life. 615 0$aEducation and state. 615 0$aScience$xSocial aspects. 615 14$aQuality of Life Research. 615 24$aEducational Policy and Politics. 615 24$aScience and Technology Studies. 676 $a305.235 676 $a303.48330835 700 $aMa$b Josef Kuo-Hsun$01235462 702 $aCheng$b Simon 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910574040003321 996 $aAdolescent Well-Being and ICT Use$92869516 997 $aUNINA