Comparative assessment of oral hygiene awareness and periodontal knowledge among caregivers of children with and without intellectual disabilities: a cross-sectional comparative study.

The integration of digital technologies into sport training environments has accelerated markedly in recent years, transforming how individuals engaged in sport training, performance development, and sport-related education monitor performance and engage with coaching processes. Tools such as wearable sensors, performance analytics platforms, and AI-assisted coaching systems are now widely embedded within sport education and training programs, enabling continuous monitoring of physiological, biomechanical, and tactical indicators. In university-based sport and sport-education contexts, these technologies are increasingly incorporated into training and instructional routines, providing real-time feedback and data-driven insights intended to optimize performance and skill development. While such advancements offer clear benefits in terms of precision, personalization, and efficiency, they also introduce new forms of demand, including constant performance evaluation, information overload, and heightened expectations for responsiveness. As a result, technology use in sport-related contexts can be characterized as a double-edged phenomenon, simultaneously functioning as a performance-enhancing resource and a potential source of psychological strain. Despite the growing reliance on digital tools in sport settings, the psychological implications of sustained technology exposure remain insufficiently understood. In this context, the concept of technostress provides a relevant framework for examining how technology-related demands may be associated with strain and well-being outcomes in contemporary sport environments. Technostress refers to the psychological strain experienced as a result of difficulties in adapting to, managing, or coping with the demands associated with technology use. Within sport training environments, technostress may arise from factors such as information overload, constant performance monitoring, rapid technological changes, and heightened expectations for responsiveness to digital feedback. From a theoretical perspective, this association can be understood through the Transactional Model of Stress (TMS), which posits that stress emerges when perceived demands exceed an individual’s coping resources, as well as the Job Demands–Resources (JD-R) model, which suggests that sustained demands may be associated with strain and exhaustion when not adequately balanced by resources. In sport-specific contexts, athlete burnout—characterized by emotional and physical exhaustion, reduced sense of accomplishment, and sport devaluation—has been linked to prolonged exposure to demanding training conditions and psychological stressors. Emerging empirical evidence further indicates that technostress is associated with increased fatigue, psychological strain, and reduced well-being in student and performance-oriented populations. Within technology-enhanced sport training contexts, technostress may therefore represent a relevant correlate of athlete burnout. Accordingly, it is hypothesized that technostress is associated with athlete burnout (H1). Self-efficacy, defined as individuals’ beliefs in their capability to organize and execute actions required to manage prospective demands, represents a central psychological resource in stress and coping processes. According to Social Cognitive Theory (SCT), self-efficacy influences how individuals appraise challenges, regulate effort, and persist in the face of difficulty. In technology-enhanced environments, individuals who perceive technological demands as complex or overwhelming may report lower confidence in their ability to manage them effectively, thereby shaping their stress responses. Empirical evidence suggests that exposure to digital technostress is associated with diminished self-efficacy and increased perceptions of technological helplessness, particularly in student populations where rapid technological change and information overload are prevalent. For instance, individuals experiencing higher levels of technostress are more likely to question their ability to cope with technological challenges, leading to reduced perceived control and heightened strain. Furthermore, perceptions of technological complexity and overload have been linked to frustration, anxiety, and reduced confidence in one’s ability to manage digital demands, reinforcing the role of self-efficacy in shaping stress responses. Empirical research in educational and digital learning contexts has shown that higher levels of technostress are associated with reduced self-efficacy, reflecting difficulties in coping with rapidly evolving technological requirements. In turn, lower self-efficacy has been linked to higher levels of burnout-related outcomes, as individuals with weaker efficacy beliefs may perceive demands as less controllable and more taxing. In technology-enhanced sport environments, self-efficacy may play an important role in shaping how technology-related demands are experience