Holmarsdottir Halla Björk, Seland Idunn, Zinoveva Liudmila, Barbovschi Monica, Bărbuță Alina, Parsanoglou Dimitris, Symeonaki Maria
Department of Primary and Secondary Teacher Education, Oslo Metropolitan University, Oslo, Norway.
School of Governance, Law and Society, Tallinn University, Tallinn, Estonia.
Front Digit Health. 2025 Mar 14;7:1410609. doi: 10.3389/fdgth.2025.1410609. eCollection 2025.
This review examines children's perceived and experienced subjective digital well-being by investigating their digital activities, behaviours and online relationships across three domains (Family, Leisure, and Education) presenting children's own perspectives. The included studies are limited to research published between 2011 and 2021 using European samples incorporating children aged 5-17 years. While research on children's digital well-being has expanded over the last two decades, the novelty of this review is that it presents research across all activity domains, representing an ecological approach to child development, one that aims to capture children's own views. The 23 studies identified for the review show, first, an apparent shortage of studies on children's well-being involving digital technologies that incorporate children's own perspectives on their situation. Second, the review shows that these studies relate primarily to well-being outcomes categorised as either social, emotional and cultural outcomes or as cognitive development and educational outcomes. Directions for further research on children's digital well-being are suggested.
本综述通过调查儿童在三个领域（家庭、休闲和教育）的数字活动、行为及在线关系，呈现儿童自身视角，审视儿童所感知和体验到的主观数字福祉。纳入的研究限于2011年至2021年间发表的、使用欧洲样本且涵盖5至17岁儿童的研究。尽管在过去二十年里，关于儿童数字福祉的研究有所扩展，但本综述的新颖之处在于，它展示了所有活动领域的研究，代表了一种儿童发展的生态方法，旨在捕捉儿童自身的观点。为该综述确定的23项研究表明，首先，明显缺乏涉及数字技术且纳入儿童对自身状况看法的儿童福祉研究。其次，该综述表明，这些研究主要涉及归类为社会、情感和文化成果或认知发展与教育成果的福祉结果。文中还提出了关于儿童数字福祉的进一步研究方向。
