Wang Zhenyu, Sohail Muhammad Tayyab
School of Marxism, Chang'an University, Xi'an, China.
School of Public Administration, Xiangtan University, Hunan, China.
Front Psychol. 2022 Jun 14;13:927562. doi: 10.3389/fpsyg.2022.927562. eCollection 2022.
Subjective well-being is defined as how happy and satisfied a person is in his life. To date, among the significant determinants of subjective well-being, national income is considered an important one. However, not much focus has been paid to other determinants of subjective well-being, such as education and information and communication technologies (ICTs). Therefore, this study aims to investigate the short- and long-run impact of education and ICTs on subjective well-being in China over the period 1996-2020. To empirically investigate the nexus, we have employed bounds testing approach to cointegration and error correction modeling. The long-run estimates attached to education are positive and significant, implying that a rise in average years of schooling help increases the level of happiness. However, the long-run estimate attached to the internet is significant and positive in the happiness model. As far as the interaction term between education and the internet is concerned, the estimate is positive and significant. In short-run, the estimates of education, ICTs, and an interaction term between them are also significantly positive.
主观幸福感被定义为一个人在其生活中的幸福和满足程度。迄今为止，在主观幸福感的重要决定因素中，国民收入被认为是一个重要因素。然而，对于主观幸福感的其他决定因素，如教育和信息通信技术（ICT），人们关注得并不多。因此，本研究旨在考察1996年至2020年期间教育和信息通信技术对中国主观幸福感的短期和长期影响。为了实证研究这种关系，我们采用了协整的边界检验方法和误差修正模型。与教育相关的长期估计是正向且显著的，这意味着平均受教育年限的增加有助于提高幸福水平。然而，在幸福模型中，与互联网相关的长期估计是显著且正向的。就教育与互联网的交互项而言，估计值是正向且显著的。在短期内，教育、信息通信技术及其交互项的估计值也显著为正。
