Dependence and addiction to mobile devices in primary school children
Keywords:
Dependency, Addiction, Mobile devices, Boys, GirlsAbstract
Given that 58.79% of children exhibit moderate levels of dependence and 3.85% advanced levels, it can be inferred that problematic smartphone use is already normalized from primary school onwards, making the phenomenon a structural rather than an isolated issue. Comparing these results with studies of adolescents and university students suggests that dependence begins in childhood and tends to intensify with age, configuring a possible evolutionary progression of the problem. Although girls show a higher prevalence at moderate levels, boys concentrate the most advanced levels, implying that intervention strategies should consider gender-differentiated approaches. Because addiction is associated with emotional difficulties, poor impulse control, interference with school performance, and family conflicts, it is concluded that excessive use can affect children's socio-emotional, academic, and behavioral development. If addiction does not emerge suddenly in adolescence but develops progressively from childhood, then interventions should begin in primary education (or earlier), prioritizing prevention over late correction.
The phenomenon depends not only on the child but also on their environment (family, school, and the technology market). Therefore, the solution requires the joint participation of parents, teachers, and educational institutions. Completely prohibiting the use of mobile devices among children is not a viable option; the logical alternative is to promote emotional regulation, set limits, and provide education for responsible use. Since the sample was taken from a single institution, the findings should be interpreted with caution, implying the need for further research to confirm the true extent of the phenomenon. The study logically leads to considering childhood mobile device dependency as a growing, progressive, and preventatively addressable phenomenon that requires differentiated, early, and context-specific strategies.
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Copyright (c) 2026 Valente Moreno , Mónica Lucía , Jesús Guillermo (Autor/a)
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