As the informatization process continues to advance, digital natives have become a major component of society. The widespread application of digital technologies in education has transformed their learning styles and knowledge acquisition, leading to a growing phenomenon of technology dependency. Based on grounded theory, this study conducts in-depth interviews with 31 digital natives and implemented three-level coding using NVivo11 to identify the underlying mechanisms that lead to technology dependency in the learning process and construct an attribution model of technology dependency. The model identifies factors contributing to technology dependency at the individual, school, and societal levels, including technological convenience, teacher encouragement, and peer pressure. It also identifies potential cognitive, behavioral, and emotional impacts of technology dependency, including reduced independent learning, weakened critical thinking, and distracted attention. To address these impacts, intervention strategies are proposed at the school and societal levels, including increased awareness and supervision, as well as psychological counseling and intervention, to help digital natives reduce their technology dependency and develop appropriate behavior habits using technology.