The ubiquitous presence of mobile technology in education presents a challenge for educators and parents. This study investigates mobile device (MD) use patterns among adolescents and their associations with learning attitudes. The study sample consisted of 534 schoolchildren aged 12–17 years (54.36% were girls). A multifaceted approach captured complexities of MD use (questionnaires, app recognition test). Learning attitudes were assessed through emotional response, motivation, and alienation measures. As a result of the conducted research, the key characteristics of the digital behavior of schoolchildren are described and its key patterns are determined. The results of the factor analysis revealed three types of digital behavior of the students: users, creators, and gamblers. Users are characterized by the use of gadgets to solve everyday communication tasks and educational activities, including its destructive elements. It is typical for creators to turn to the use of gadgets to a lesser extent, their use is associated with self-development and training, the creation of author’s content. Gamblers, in turn, are prone to risky forms of using gadgets and games. It is shown that these types mediate learning attitudes. So, increased problematic MD use is linked to insecurity of school environment and diminished learning motivation, while also shifting learning motives toward avoiding failure, with less emphasis on intrinsic learning goals.