ReDiKid 框架：数字时代儿童心理韧性的跨学科系统方法

HYPOTHESIS AND THEORY article

Front. Psychol.

Sec. Health Psychology

Abstract

Children's lives are increasingly shaped by digital environments that influence learning, social relationships, daily routines, and exposure to both opportunities and adversity. However, existing approaches often examine digital experiences, self-regulation, movement behaviours, and social context separately. This paper introduces ReDiKid (Resilient Kid in the Digital World), a developmental-systems framework for understanding resilience in late childhood, with a primary focus on children aged approximately 9–11 years. ReDiKid conceptualises resilience as a higher-order, adversity-activated process through which adaptive functioning is maintained, restored, or reorganised over time. The framework integrates four interacting domains: psychophysiological, behavioural, contextual, and digital. It proposes four cross-domain pathways, self-regulatory capacity, movement regulation, social buffering, and digital competence, through which resources and vulnerabilities may shape responses to adversity, recovery, and subsequent adaptation. The framework distinguishes digital adversity from normative digital demands and differentiates resilience from competence, adaptive functioning, and multidimensional well-being. Six directional and empirically contestable propositions specify expected within-person, between-person, event-level, and contextual patterns, including conditions under which the propositions would not be supported. ReDiKid also recognises that pathway operation may vary according to developmental stage, sex and gender, structural inequality, cultural context, neurodivergence, disability, and patterns of digital access. To support empirical testing, ReDiKid outlines a multimodal methodological architecture combining intensive longitudinal designs, ecological momentary assessment, wearable sensing, passive digital tracking, contextual data, and advanced longitudinal and multilevel analyses. ReDiKid provides a common conceptual foundation for coordinated study-specific protocols and cumulative theory development concerning child resilience in digitally mediated contexts.

Keywords

24-hour movement behaviours, Child resilience, developmental systems, digital adversity, Digital environments, digital resilience, self-regulatory capacity, Well-being

Received

25 June 2026

Accepted

19 September 2026

Copyright

© 2026 Pelclová, D'Haenens, Potenza, Suchá, Gába, Vetrovsky, Šmahel, Procházka and Shafi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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