Nature deficit and technology overuse in childhood. A correlational study by gender of its influence on sustainable identity construction in childhood

Abstract

This article addresses important aspects of the fragmented bidirectionality between children and nature that currently exists in childhood. The combination of factors to consider as a result of constant socio-environmental crises makes addressing two important points relevant: where children prefer spending their free time and the differences they perceive according to whether the options are more or less artificial/natural; and, on similar lines, whether these decisions and preferences shape other key pieces of their identity, such as their sense of freedom, autonomy, and responsibility. The main aim is to identify their preferences and, based on their perceptions, analyse whether there are differences by gender in how they approach free time: whether they use technology or not, whether they prioritise the street and natural spaces, and whether effects are observed in their identity construction. An anonymous, self-administered quantitative survey using a structured questionnaire was performed. The target population comprised students enrolled in years 5 and 6 of primary school, with a sample of 2586 respondents at a national level. The statistical analysis involved calculating descriptive measures such as means, standard deviations, medians, and interquartile ranges (IR). The Mann-Whitney U test was also applied and Spearman’s correlation coefficient was calculated. The results, based on a series of correlational analyses, suggest that there are significant differences by gender in preference for use and spaces, as well as differences in the effects of these preferences on their identity. The possibility of new pedagogical demands and responsibilities for social justice in environmental matters emerging remains open.