Hábitos de Consumo Digital y Efectos Psicosociales en la Generación Zentenialls

The Zentenialls generation represents the first urban cohort to have lived immersed in digital technology from primary education to higher education, transforming their cognitive and social processes. This article critically analyzes the patterns of consumption, creation, and circulation of digital content among adolescents and young university students, with an emphasis on their agency, their repertoires of meaning, and the perceived effects on their daily and school lives. The study combines a survey applied to 300 students belonging to the Zenteniall generation, with semi-structured interviews to offer a mixed, descriptive-interpretive view. The findings confirm a high intensity of use of socio-digital networks and short-form audiovisual platforms, as well as the everyday role of instant messaging for academic coordination and sociability. At the same time, the students identify ambivalences: gain in efficiency and access to explanations, but also distractions, sleep impairment and anxiety linked to social comparison and hyperavailability. The data obtained reveal practices such as phantom vibration, physical discomfort and emotional affectations, which affect social relationships and psychological well-being. These findings show the limitation of traditional theoretical frameworks, so concepts from Prensky and Twenge were taken up for analysis. We conclude that reading digital practices as situated cultural repertoires—rather than as mere "screen time"—helps to design finer pedagogical interventions: critical and creative literacies, school communication agreements that protect rest, and tasks oriented towards multimodal production and collaboration. We propose longitudinal and ethnographic lines of research to understand contextual and developmental variations.