Psychological associations of sports technology use with technostress, self-efficacy, cognitive weariness, and athlete burnout.

Research into child well-being has increased substantially in recent years [, ]. Well-being is a term that is commonly used but inconsistently defined in the study of child development []. Child well-being has been described from a wide range of different angles []. Two major perspectives on well-being focus either on happiness (hedonic) or on the realization of one’s potential (eudaimonic) []. The eudaimonic perspective focuses on the activity itself, whereas the hedonic perspective focuses on the emotional outcome. Subjective well-being reflects the hedonic dimension of overall well-being, while psychological and social well-being represent the eudaimonic or functional aspects of a fulfilling life. Subjective well-being is a dynamic concept that refers to how the individual evaluates their life, with regards to both general and specific terms (friends, family, leisure time) []. Subjective well-being includes cognitive (satisfaction with one’s life) and affective components (presence of positive affect and absence of negative affect) [, , ]. The positive affect of happiness is one of the first emotions recognized by children and can be distinguished by children from the age of 5 [, ]. Subjective well-being allows us to understand children’s subjective experiences from an early age. These aspects are important because in those initial years of development, the child will generate their own framework, which in the medium and long term will help them understand and integrate the diverse experiences they have in different contexts []. Psychological well-being focuses on the development of human capacities and potential as key elements of positive functioning [, , ]. Social well-being is defined as the assessment we make of the circumstances and functioning within society.