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Fear of missing out is associated with disrupted activities from receiving smartphone notifications and surface learning in college students
Abstract
Digital technologies, such as smartphones and tablets, can be useful in academic settings by allowing browsing for additional information, organizing the study process online, and facilitating communication between peers and instructors. On the other hand, several recent studies have shown that digital technology use can, in some circumstances, be negatively related to academic outcomes for some individuals. Fear of missing out (FOMO) could be one of these factors causing individual differences in how frequently people receive and react to interruptive notifications (INs). The aim of this study was to investigate how FOMO, the frequency of receiving INs, and stopping current activities due to INs, is associated with a surface approach to learning. Three hundred and sixteen U.S. university students responded to a web survey that included items regarding experiencing FOMO, the frequency of receiving INs and daily activity disruptions due to INs, and surface learning. Results showed that FOMO was associated with daily disrupted activities due to INs and surface learning, but not the frequency of receiving INs. Mediation analysis showed that the association between FOMO and surface learning was mediated by the frequency of daily disrupted activities due to INs. However, the nature of the sample somewhat restricts the generalizability of these results. The findings, their implications, and future directions are dis- cussed.
... For instance, researchers believed that more exposure to digital devices would cause physical stimulation to students and then increase the tendency of digital multitasking in class, called "technology addiction" [11]. Rozgonjuk et al. found that fear of missing out (FOMO) was a key mediator in influencing students' learning process [23]. ...
... Some studies tried to employ interventions to reduce students' digital multitasking but failed to achieve that goal [24,25]. Furthermore, some studies [8,23] only took social media as a lens to investigate the impact and the nature of digital multitasking, which means that more factors should be included to better understand such behavior. ...
... Regarding students' frequency of phone use, a significant number of respondents (82.74%, 278) reported using their phones often or very often (11)(12)(13)(14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30) or over 30 times) in a typical school day. In contrast, only a small percentage (3.87%, ...
UN’s 2030 Agenda for Sustainable Development highlights the crucial role of education in securing a promising future for humanity, especially in today’s digital era. However, the prevalence of smartphones has fostered an increase in students’ usage and subsequent digital multitasking tendencies, posing a significant threat to education process, especially in higher education. To gain further insights into this phenomenon, this exploratory descriptive study surveyed 519 students from China university to investigate the magnitude of students’ digital multitasking, motivation behind digital multitasking, and beliefs about reducing phone use. The study found that, (1) despite many respondents reporting the existence of phone limits, no possible reduction in phone use frequency was observed; (2) digital multitasking was positively correlated with mobile phone dependence and non-study motivation; (3) while a majority (86.71%) students expressed their intent to reduce digital multitasking, they were mostly hesitant to follow the moderate or strict rules on phone use; (4) no clear consensus was established (49.90% vs. 50.10%) regarding whether schools should pose more restrictions to encourage such reduction. Our research provides further insights into students’ digital multitasking to improve learning quality and sustainable education.
... A smartphone is a personal digital assistant (PDA) with enhanced functionality. It is a mobile device with more features and enhanced communication capabilities enabling them to connect to the internet and is highly multifunctional (Park & Chen, 2007) "Smartphones can be useful in academic settings by allowing browsing for additional information, organising the study process online, and facilitating communication between peers and instructors" (Rozgonjuk et al., 2019). Smartphones can significantly improve the process of information access and delivery since they are mobile (Elfeky & Masadeh, 2016). ...
... Considering insights from Campbell (1960), Torrance (1993), and Eysenck (1993), measurements were contextualized and group into Smartphone-facilitated process which was hypothesized to influences product/creativity. The data supported this hypothesis aligns with literature suggesting that the smartphones-based process can be useful in academic settings because it would allow "browsing for additional information, organizing the study process online (Rozgonjuk et al., 2019). An additional smartphone-facilitated process highlighted in the literature was around the improvement of the process of information access and delivery since they are mobile (Elfeky & Masadeh, 2016). ...
... Hence, it was hypothesized that Smartphone-enabled climate/ press influences creativity/ product. The rejection of this hypothesis means smartphone facilitating communication between peers and instructors (Rozgonjuk et al., 2019) does not significantly affect student creativity. The environment or climate within a student operating via a smartphone may not affect the outcome of them being more creative than if they used traditional social interconnection in their learning environment. ...
Research indicates a general increase in smartphone ownership, with the student population being the leading proportion. Among other notable effects of this change could be an enhanced collaboration between learners and lecturers on the one hand, and an increase in sleep deprivation and attention deficits in students on the other hand. Such unsettling revelations call for the investigation of the impact of smartphones on learning outcomes. This paper investigates the impact of smartphones on students’ creativity. Based on the interactions and outcomes theory, the study assesses how smartphone-facilitated processes, person-to-smartphone interaction, and smartphone-enabled environment affect students’ creativity. A hundred and five (105) students at a South African university were surveyed using online questionnaires. General Linear Model (GLM) MANOVA was used as the analysis method. The results reveal that only smartphone facilitated processes and student-to-smartphone interaction significantly affect student creativity. This signals smartphones’ potential in setting a learning environment supporting student creativity at the individual level. Universities could leverage this potential to design better learning management systems that integrate smartphones to improve learning outcomes.
... In particular, several smartphone apps rely on the data business model, in that people pay for a use-allowance of social media and other apps with their own data. This model led to the creation of highly immersive platforms luring in users again and again to the platforms [4] with the result of fragmentation of everyday life (see a study on FOMO, disruptions and surface learning [5]). Users of smartphones and installed apps can experience constant interruptions, likely resulting in less productivity [6,7]. ...
... In the UK general smartphone bans are presently being discussed. 5 Here also a couple of years ago a study observed that smartphone bans in several schools led to improved grades, but students with poorer grades in particular profited. 6 Further support for the positive effects of smartphone bans have been observed in regions of Spain, where the smartphone ban in schools not only led to improvement in grades, but also less bullying [26]. ...
... Sharing online content and using social networking sites to access online content are behaviors associated with the belief that FoMO is the driving force for the use of social media (Bányai et al. 2017;Przybylski et al., 2013). Additionally, as far as the effects of cyberloafing and FoMO are concerned, the FoMO levels of students increase when students are overly engaged in interactions on social media during lessons, as a result of which students become less likely to concentrate on schoolwork and more likely to adopt superficial learning approaches (Rozgonjuk et al., 2019). ...
... Individuals concerned about not being able to log on to their networks may develop over time instinctive checking behaviors (Kuss & Griffiths, 2017). Another study looked into the relationship between superficial learning and FoMO and concluded that individuals experiencing high levels of FoMO are constantly in anticipation of notifications, increasing their risk of establishing interactions with others at the expense of learning tasks (Rozgonjuk et al. 2019). A study by Gezgin and Mihci (2020) among students from the Sports Faculty revealed that the Instagram application might be linked to a FoMO on things, accounting for smartphone addiction. ...
With the increase in smartphone use, smartphone addiction has gained immense
popularity and there has been a lot of research into smartphone addiction.
Nonetheless, research examining the complex relationships between
cyberloafing and smartphone addiction is still insufficient. Thus, the present
study aims to establish the mediating role of fear of missing out, which is a
cognitive and emotional process, in the effect of university students’ level of
cyberloafing upon their smartphone addiction level. The study group of the
research is represented by 338 students receiving formation training in the
faculty of education, at a state university. For the purpose of data collection, the
Smartphone Addiction Scale - Short version, the Cyberloafing Scale, and the
Fear of Missing Out Scale were used. The model was tested using structural
equation modeling and bootstrapping. Structural equation modeling results
provide evidence of indirect effects of cyberloafing on smartphone addiction
partial mediated by fear of missing out. According to the Bootstrapping method,
fear of missing out has an indirectly significant role in the relationship between
cyberloafing and smartphone addiction. The findings emphasized the role of
fear of missing out in explaining the relationship between cyberloafing and
smartphone addiction. The study concludes by discussing relevant conclusions
in the literature, and putting forth several recommendations based on these
conclusions.
... Incluso en algunos casos pueden llegar a experimentar ansiedad por separación o el síndrome de la vibración fantasma, pese a no haber recibido ningún tipo de aviso (Sunitha et al., 2020). Cuando este tipo de conductas resultan excesivas y desadaptativas existe un elevado riesgo de que el rendimiento académico se vea afectado, así como de que se produzcan alteraciones del sueño, dificultades en la capacidad de concentración, conductas de riesgo al volante, un importante deterioro de la salud y, en los casos más graves, trastornos de carácter psicopatológico (Alkhateeb et al., 2020;Busch y McCarthy, 2021;Cachón-Zagalaz et al., 2020;Jahrami et al., 2021;Lin y Zhou, 2022;Romero-Rodríguez et al., 2020;Rozgonjuk et al., 2019). ...
... La transformación digital que está experimentando la sociedad contemporánea, producto del creciente desarrollo de las tecnologías emergentes, ha provocado que el smartphone se haya convertido en una herramienta habitual, sobre todo entre la población juvenil (Roig-Vila et al., 2020b). Sin embargo, su uso desproporcionado puede generar, en algunos casos, adicción y dependencia, interfiriendo negativamente en el comportamiento del sujeto y suscitando conductas desadaptativas (Aguilera-Manrique et al., 2018;Alkhateeb et al., 2020;Alosaimi et al., 2016;Busch y McCarthy, 2021;Elhai et al., 2020;Jahrami et al., 2021;Lin y Zhou, 2022;Rozgonjuk et al., 2019;Sohn et al., 2019). Desde esta perspectiva, el presente estudio se propuso: ...
El avance y desarrollo de las tecnologías digitales ha provocado que el smartphone sea ya parte integrante de la existencia humana. Esto resulta particularmente evidente entre las generaciones más jóvenes, quienes lo utilizan frecuentemente en casi todas las facetas de su vida. No obstante, el consumo desproporcionado y desequilibrado de este tipo de dispositivos puede llegar a generar un grave impacto en su bienestar físico y mental. Esto, unido a las elevadas tasas de empleo de este colectivo, provoca que en ocasiones su uso sea catalogado como dependiente y adictivo. Sin embargo, la adicción al teléfono móvil sigue siendo debatida entre la comunidad científica. Por ello, este estudio se propuso identificar el perfil de utilización del alumnado universitario respecto al smartphone y determinar si este es problemático. En la investigación participaron 350 estudiantes del 1er curso de los Grados de Magisterio en Educación Infantil y Primaria de la Universidad de Alicante (España). Todos ellos cumplimentaron un cuestionario sobre esta temática. Los datos se procesaron con el programa de análisis estadístico SPSS versión 25, con el que se realizó un estudio descriptivo. Los resultados indican que, si bien en ocasiones el smartphone se convierte en un medio para evitar la soledad, la mayoría de participantes presentaba un patrón de consumidor habitual, vinculado a otros usuarios o redes. Por tanto, desde la perspectiva del alumnado universitario, el uso de este tipo de dispositivos no puede ser calificado de dependiente o adictivo. Por ello, y a la vista de sus potencialidades para el aprendizaje, se concluye subrayando la necesidad de integrarlo en las aulas universitarias, pero previendo los riesgos que su uso excesivo puede ocasionar.
... Essas notificações podem resultar em experiência diária de distração e menos concentração, prejudicando a atenção [11] e interrompendo o trabalho, os estudos [12,13] e outras atividades da vida diária [14] devido aos "custos de alternar", o que dificulta o retorno e a conclusão da tarefa em questão [15]. Assim, a síndrome de FOMO pode levar ao excesso de verificação e resposta às notificações de SNS, dificultando a manutenção da produtividade na vida diária [16]. Nesse contexto, também mencionamos a crescente discussão sobre a necessidade de regular o número de elementos incorporados a aplicativos de mídia social que provocam a síndrome de FOMO [17, 18], na tentativa de prolongar o tempo de uso, para colher mais dados pessoais, na era do capitalismo de vigilância [19,20]. ...
... Também foram investigadas associações entre a síndrome de FOMO e outros efeitos adversos de smartphones. A síndrome de FOMO tem sido positivamente correlacionada com atividades interrompidas da vida diária devido às notificações de smartphones [16], bem como com o comportamento de pedestre distraído devido ao uso de smartphones [77]. ...
Este artigo discute a síndrome de FOMO (Fear of Missing Out) sobre experiências gratificantes, uma importante construção psicológica na contemporaneidade. Apresentamos uma síntese da construção da síndrome de FOMO e sua definição e mensuração operacional. Em seguida, revisamos pesquisas empíricas recentes sobre a relação da síndrome de FOMO com níveis de engajamento social online, o uso problemático de tecnologia e comunicação na Internet, a afetividade negativa e variáveis sociodemográficas. Além disso, discutimos conceitos teóricos sobre possíveis causas da síndrome de FOMO e como ela pode impulsionar o uso problemático da tecnologia da Internet. Finalmente, discutimos futuras perspectivas para o estudo empírico da síndrome de FOMO.
... Second, our ability to focus and exert effort is compromised because ubiquitous access to smartphones means that there is always something new (text messages, news, social media posts, games) to be expected. Furthermore, many people have push notifications activated, thus keeping the brain vigilant and open to these alternative action possibilities [10]. When running the cost-benefit analysis, the brain needs to constantly consider the lucrative alternatives offered by smartphones. ...
... For instance, doing schoolwork in the classroom or at home is difficult when there are rewarding action alternatives available through smartphones and engagement in schoolwork is constantly disrupted by habitual smartphone use. Indeed, it has been shown that disrupted activities due to interruptive push notifications are related to a more superficial approach to learning [10]. The same applies to developing any skill or hobby that does not involve digital technologies: learning how to dance, snowboard, cook, speak a foreign language, play the guitar, operate a machine, etc., all require consistent effort over an extended period of time. ...
We argue that scientific studies have not directly assessed the key cognitive processes affected by smartphone use. We propose that smartphone use can be disruptively habitual, with the main detrimental consequence being an inability to exert prolonged mental effort. This inability might negatively affect real-life creativity and domain-specific knowledge acquisition.
... Finally, works on the associations between (excessive) digital technology use and different cognitive functioning domains (attention, memory, delay of gratification) show that more engagement is typically associated with poorer cognitive functioning (Wilmer et al. 2017). These findings could potentially explain the link between smartphone use and ADHD symptoms (Kushlev et al. 2016), as well as PSU's correlations with educational variables, such as surface approach to learning (Rozgonjuk et al. 2019b;Rozgonjuk et al. 2018c), and poorer academic outcomes (Kates et al. 2018). ...
... One of the variables that has shown consistent associations with PSU severity ) is fear of missing out (FoMO) on rewarding experiences of others (Przybylski et al. 2013). Unsurprisingly, FoMO has also been linked to negative affectivity (Elhai et al. 2018a;, trait neuroticism (Balta et al. 2018;Rozgonjuk et al. 2020c), depression symptoms (Yuan et al. 2021), as well as negative links to academic outcomes (Alt and Boniel-Nissim 2018;Rozgonjuk et al. 2019b) and daily-life productivity (Rozgonjuk et al. 2020c). Furthermore, while research has shown mixed findings in gender differences with regards to experiencing FoMO, FoMO has been associated with younger age Rozgonjuk et al. 2020c). ...
... Finally, works on the associations between (excessive) digital technology use and different cognitive functioning domains (attention, memory, delay of gratification) show that more engagement is typically associated with poorer cognitive functioning (Wilmer et al. 2017). These findings could potentially explain the link between smartphone use and ADHD symptoms (Kushlev et al. 2016), as well as PSU's correlations with educational variables, such as surface approach to learning (Rozgonjuk et al. 2019b;Rozgonjuk et al. 2018c), and poorer academic outcomes (Kates et al. 2018). ...
... One of the variables that has shown consistent associations with PSU severity ) is fear of missing out (FoMO) on rewarding experiences of others (Przybylski et al. 2013). Unsurprisingly, FoMO has also been linked to negative affectivity (Elhai et al. 2018a;, trait neuroticism (Balta et al. 2018;Rozgonjuk et al. 2020c), depression symptoms (Yuan et al. 2021), as well as negative links to academic outcomes (Alt and Boniel-Nissim 2018;Rozgonjuk et al. 2019b) and daily-life productivity (Rozgonjuk et al. 2020c). Furthermore, while research has shown mixed findings in gender differences with regards to experiencing FoMO, FoMO has been associated with younger age Rozgonjuk et al. 2020c). ...
Smartphones allow for several daily life enhancements and productivity improvements. Yet, over the last decade the concern regarding daily life adversities in relation to excessive smartphone use have been raised. This type of behavior has been regarded as “problematic smartphone use” (PSU) to describe the effects resembling a behavioral addiction. In addition to other problems in daily life, research has consistently shown that PSU is linked to various psychopathology constructs. The aim of this chapter is to provide an overview of some findings in PSU research regarding associations with psychopathology. We also discuss some of the theoretical explanations that may be helpful in conceptualizing PSU. We then take a look at self-reported PSU in relation to objectively measured smartphone use, and, finally, provide some insight into current findings and future opportunities in objectively measuring smartphone use in association with psychopathology measures. This chapter may be useful as an introductory overview into the field of PSU research.
... Finally, works on the associations between (excessive) digital technology use and different cognitive functioning domains (attention, memory, delay of gratification) show that more engagement is typically associated with poorer cognitive functioning (Wilmer et al. 2017). These findings could potentially explain the link between smartphone use and ADHD symptoms (Kushlev et al. 2016), as well as PSU's correlations with educational variables, such as surface approach to learning (Rozgonjuk et al. 2019b;Rozgonjuk et al. 2018c), and poorer academic outcomes (Kates et al. 2018). ...
... One of the variables that has shown consistent associations with PSU severity ) is fear of missing out (FoMO) on rewarding experiences of others (Przybylski et al. 2013). Unsurprisingly, FoMO has also been linked to negative affectivity (Elhai et al. 2018a;, trait neuroticism (Balta et al. 2018;Rozgonjuk et al. 2020c), depression symptoms (Yuan et al. 2021), as well as negative links to academic outcomes (Alt and Boniel-Nissim 2018;Rozgonjuk et al. 2019b) and daily-life productivity (Rozgonjuk et al. 2020c). Furthermore, while research has shown mixed findings in gender differences with regards to experiencing FoMO, FoMO has been associated with younger age Rozgonjuk et al. 2020c). ...
The aim of this chapter is to introduce and describe how digital technologies, in particular smartphones, can be used in research in two areas, namely (i) to conduct personality assessment and (ii) to assess and promote physical activity. This area of research is very timely, because it demonstrates how the ubiquitously available smartphone technology—next to its known advantages in day-to-day life—can provide insights into many variables, relevant for psycho-social research, beyond what is possible within the classic spectrum of self-report inventories and laboratory experiments. The present chapter gives a brief overview on first empirical studies and discusses both opportunities and challenges in this rapidly developing research area. Please note that the personality part of this chapter in the second edition has been slightly updated.
... Available evidence suggests that smartphone use in the classroom might be an important source of distraction (12,13). Increasing numbers of studies have shown that the use of smartphones may interrupt main tasks, further interfering with cognitive processes and ability (14,15), cognitive functioning (e.g., thinking, memory, attention, and regulating emotions) (16,17) and result in poor academic outcomes among college students (18). ...
... With smartphone use, distraction reflects a salient cognitive and emotive coping strategy, mediating or facilitating other potentially problematic processes (e.g., checking behaviors) (31). The Smartphone Distraction Scale (SDS) not only expresses PSU behaviors, but also expresses the psychology of college students' frequent engagement with social content (18,35). The use of smartphone measures (metacognitions and PSU) and fear of missing out were deemed appropriate to support the validity of the C-SDS. ...
AimThe objective of this study was to evaluate the Chinese version of the Smartphone Distraction Scale (C-SDS), which is an easy-to-use tool for screening the risk of smartphone distraction in Chinese college students.Methods
The C-SDS, Smartphone Addiction Scale - Short Version (SAS-SV), Fear of Missing Out scale (FoMO) and Metacognition about Smartphone Use Questionnaire (MSUQ) were used in a sample of 1,002 Chinese college students to test smartphone distraction and its influencing factors. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed to test measurement properties and factor structures of the C-SDS. Multi-variable linear regressions examined the relationships of sex, age, education level, the purpose of using a smartphone, usage of smartphone (hours per day), fear of missing out, smartphone addiction and positive and negative metacognitions about smartphone use with the C-SDS.ResultsThe EFA showed a 3-factor structure, which consisted of attention impulsiveness, multitasking and emotion regulation. The CFA showed that the 3-factor demonstrated an overall better model fit (RMSEA = 0.07, SRMR = 0.05, CFI = 0.94, TLI = 0.93). The C-SDS showed internal consistency (Cronbach’s α = 0.88, McDonald’s Omega ω = 0.88). Findings included that negative metacognition about smartphone use was most correlated with the C-SDS (b = 0.73; p < 0.001). Smartphone addiction, positive metacognition about smartphone use and fear of missing out also correlated with the C-SDS (b = 0.66, p < 0.001; b = 0.53, p < 0.001; b = 0.40, p < 0.001, respectively). The study shows that males compared to females (b = –1.65; p = 0.003), had a higher C-SDS score.Conclusion
The C-SDS was valid and reliable for assessing the distraction of using smartphones in the Chinese context. Being female, the purpose of using a smartphone, smartphone usage (hours per day), fear of missing out, smartphone addiction and positive and negative metacognitions about smartphone use were positively correlated to the C-SDS.
... For example, Suad and Hamed investigated the level of FoMO among 2,084 undergraduate students at Kuwait University and found that the level of FoMO among university students was strongly associated with distraction and learning disengagement (97). Similarly, several studies have also found that FoMO is associated with the surface learning style, and the higher the level of FoMO, the more inclined one is to choose the surface learning style over the deep learning style (98,99). The surface learning style is a less effective learning strategy (100), students who use a surface learning style tend to put the least effort into their learning, which may result in poor academic performance (101). ...
Introduction
Learning burnout has a significant negative impact on students’ academic performance and professional development, which has been exacerbated by the growing trend of problematic smartphone use, such as smartphone addiction, among young people. Recently, the literature on excessive social media use has revealed a critical role of fear of missing out. Objective The purpose of this study was to examine how fear of missing out affects smartphone addiction and its subsequent effect on learning burnout in college students.
Methods
In Study 1, 352 medical students were recruited to complete a cross-sectional survey. In Study 2, 2,948 college students were recruited to complete a cross-sectional survey. Further in Study 3, 30 medical students were recruited into a mindfulness-based intervention program.
Results
Study 1 preliminarily confirmed that fear of missing out was positively correlated with learning burnout. Study 2 then revealed a moderated mediation model showing that fear of missing out may increase smartphone addiction, which in turn affects their sleep quality and finally leads to learning burnout. This chain mediation model was moderated by the participants’ level of mindfulness. To confirm the promoting role of mindfulness, Study 3 further confirmed that mindfulness training indeed can improve smartphone addiction and reduce learning burnout in medical students.
Discussion
Theoretical and practical contributions were discussed, highlighting the effects of fear of missing out on smartphone addiction and a moderating role of mindfulness training.
... Moreover, fans with high FoMO levels have more social and interaction needs from the club's perspective. To meet these requirements, fans use more technology to be 'up to date' on social networking sites (Rozgonjuk, Elhai, Ryan & Scott, 2019). In this process, clubs should create more effective and impressive social media content and emphasize their interaction to reach their supporters and meet their needs. ...
Second screen usage by fans while watching sports events on TV has been increasing in recent years. Although second screens are frequently used in two-way communication with fans and sports clubs, few studies have examined the subject from a theoretical perspective to understand it better. This study aims to determine whether the fear of missing out (FoMO [personal FoMO and social FoMO]) mediates the relationship between fan passion (harmonious passion and obsessive passion) and second screen usage through the dualistic model of passion (DMP) perspective. For that purpose, we conducted an online survey for data collection along with fans in Turkey and analysed 300 valid responses (79.3% male, aged 18-59 years) via structural equation modelling. The results showed that harmonious and obsessive passion had no direct effect on second screen usage. However, they had indirect effect on second screen usage through personal FoMO. In addition, personal FoMO had a prediction on second screen usage. As a result, this study highlights the importance of the second screen in the sports industry and the effect of fans' passion and FoMO levels on second screen usage from the DMP view. To our knowledge, the present study provides the first empirical evidence for the mediating role of FoMO in the relationship between fan passion and second screen use.
... In this vicious cycle, the psychological dependence on SNSs is further increased [17], eventually causing SNA [1,36]. Findings show that people with high FoMO are more active in responding to messages on SNSs [76]. Fabris et al. [46] suggested that FoMO was a promoting factor for social media addiction. ...
Based on social cognitive theory and gender differences, this study verified a moderated mediation model to explore the relationship between the COVID-19 related stress (CRS) and social network addiction (SNA) and evaluate the mediating role of fear of missing out (FoMO) and the moderating role of gender. A questionnaire survey was conducted, including 702 Chinese university students.This study used PROCESS to test the hypothesis model.The results showed that the CRS significantly and positively affected the SNA of college students and FoMO played a complementary mediating role. Moreover, the analysis of the moderated mediation model showed that gender moderated the relationship between FoMO and SNA; the effect of FoMO was stronger on the SNA of male college students than that of females. The results not only enhanced our understanding of the internal influencing mechanism of the relationship between CRS and SNA but also considered gender differences. In addition, some suggestions were proposed.
... Research also suggests that higher levels of FOMO could lead to a higher use of mobile apps that serve social needs (Elhai et al., 2020;Rozgonjuk et al., 2019). Franchina et al. (2018) found that those higher in FOMO use more social media sites and exhibit more anxiety from problematic SMU than less fearful social media users. ...
... Besides the surrounding environment, distractors can also originate from on-screen content: pop-up notifications, messages, and the like can divert a user's attention. Interruptive notifications have been demonstrated to have emotional and social effects [14,32], where smartphone users (often from younger generations) would focus their attention on pop-up message notifications in order not to miss out on crucial pieces of information or to avoid boredom. Although on-screen distractors and their social and cultural implications are out of the scope of the present paper, it is important to note that interruptive notifications can distract a focused viewing on smartphone screens: the sudden onset of a notification window and its content can divert one's attention to a movie. ...
... Previous studies have shown a significant correlation between FoMO and problematic social network use [61][62][63]. The higher an individual's FoMO, the more serious their problematic social network use [13,55,[64][65][66][67][68][69]. Furthermore, FoMO can not only effectively predict the frequency and intensity of people's use of social networks [49,54,62,70] but also predict metacognition related to social network use, which in turn predicts problematic social network use [71][72][73]. ...
Based on the interaction of person-affect-cognition-execution model, this study examined the association between stress perception and problematic social network use among Chinese college students and explored the mediating effect of the fear of missing out (FoMO) on the relationship between stress perception and problematic social network use. A questionnaire survey was conducted among 554 students from nine universities in China. We found that stress perception was significantly positively correlated with problematic social network use and FoMO (r = 0.38, 0.46; p < 0.001), and FoMO was significantly positively correlated with problematic social network use (r = 0.45, p < 0.001). FoMO mediated the relationship between stress perception and problematic social network use. Conclusion: Stress perception has a negative impact on college students’ problematic social network use via the mediating effect of FoMO. Practical implications that reveal the college students’ problematic social network use were discussed as well.
... Konsep diri yang negatif seperti sering gelisah dan tidak percaya diri akan memperburuk kondisi dan menyebabkan FoMO. Sebaliknya, saat memiliki konsep diri yang baik seperti memiliki sikap empati, bersikap positif, dan keselarasan akan meminimalkan terjadinya FoMO yang bisa membuat individu berinteraksi positif di sosial media maupun di lingkungan secara pribadi ataupun berkelompok (Hodkinson, 2019;Rozgonjuk et al., 2019;Zahroh & Sholichah, 2022). Konsep diri menjadi hal penting bagi tercapainya prestasi belajar karena konsep diri termasuk dalam faktor internal yang mempengaruhi siswa dalam pencapaian prestasi (Hanifah & Abadi, 2019). ...
Dampak FoMo bagi remaja adalah terlambat mengikuti materi, sulit konsentrasi, minat belajar menurun, malas untuk belajar, lebih asik dengan media sosial seperti Instagram, Tiktok, WhatsUp, atau Youtube dimana media tersebut juga dapat menyebarkan informasi yang salah. Penelitian ini bertujuan untuk menganalisis Fear Of Missing Out (FoMo) media sosial dan konsep diri akademis IPA dengan prestasi belajar IPA siswa. Jenis penelitian adalah ex post facto. Data penelitian dikumpulkan menggunakan kuesioner pada variabel bebas dan menggunakan prestasi nilai rapor IPA pada variabel terikat. Subjek penelitian adalah siswa SMP kelas VII, VIII, dan IX, pengambilan sample menggunakan stratified proporsionate random sampling. Teknik analisis data dengan analisis kuantitatif dan kualitatif. Hasil penelitian diperoleh persamaan garis regresi Y sama dengan 86,64 kurang 0,56X1 tambah 0,34X2 dengan nilai (p) lebih dari 0,05, artinya regresi berpola linear sehingga dapat dilakukan uji hipotesis. Pengujian hipoptesis pada koefisien X1 dan X2 terhadap Y diperoleh koefisien determinasi sebesar 61% dan nilai (p) kurang 0,05, artinya H0 ditolak. Simpulan penelitian ini terdapat hubungan secara bersama-sama antara Fear of Missing Out (FoMo) media sosial dan konsep diri akademis IPA dengan prestasi belajar IPA siswa SMP Negeri 1 Singaraja.
... A su vez, el FoMO ha sido relacionado con la población joven (Błachnio & Przepiorka, 2018;Blackwell et al., 2017; y, en cuanto al género, se han encontrado que las mujeres presentan mayores niveles de FoMO (Beyens et al., 2016;Stead & Bibby, 2017). Aun así, otros autores no han hallado relaciones diferenciales significativas entre variables sociodemográficas como la edad y el género y el FoMO (Rozgonjuk et al., 2019;Rozgonjuk et al., 2021). En cualquier caso, los resultados son dispares ya que, mientras en algunos estudios se constata una mayor tendencia por parte de los hombres a desarrollar un uso problemático (Garzón & Perea, 2019), en otros corresponde a las mujeres (Rial et al., 2015) ya que se ha demostrado que las adolescentes autoinforman de mayores consecuencias emocionales debido al uso problemático del móvil (Sánchez-Carbonell et al., 2008;Sánchez-Martínez & Otero, 2010). ...
Del uso problemático de los smartphones en jóvenes se derivan múltiples efectos, entre los que destacan la nomofo- bia (ansiedad por no poder usar el teléfono móvil) y el FoMO (ansiedad por estar desconectado de las redes sociales), manifestándose comorbilidad con trastornos psicológicos, tales como la ansiedad. Objetivo: Analizar la relación entre las manifestaciones de nomofobia y FoMO y la sintomatología ansiosa, así como los posibles perfiles diferenciales en tales usos en función de variables como el sexo y el tiempo de uso del teléfono móvil. Método: Se realizó un muestreo no probabilístico por conveniencia, obteniendo una muestra total de 225 jóvenes con edades comprendidas entre los 18 y 25 años (M = 20.8; SD = 1.878). Resultados: Se ha confirmado la existencia de una relación positiva entre las tres principales variables objeto de estudio, de modo que a mayor ansiedad se experimenta más miedo a perder o a estar sin el teléfono móvil, así como ansiedad con manifestaciones de FoMO. Se ha hallado que un mayor uso del teléfono móvil predice niveles más elevados de nomofobia y FoMO. Asimismo, se ha comprobado que las mujeres presentan mayor nomofobia, FoMo y ansiedad con respecto a los hombres. Conclusiones: Es necesaria más investigación sobre esta temática en jóvenes, dada la interrelación de las variables analizadas y sus múltiples implicaciones.
... We focused on educational outcomes because a growing body of research has related FoMO to study interference and its possible aftermath: decreased academic performance. For instance, a recent study with university students has pointed out that FoMO relates to surface strategies learning with daily activity disruptions (e.g., the checking of smartphone pop-up notifications from a voice or video call and texting or instant messaging) partly mediating this relation (Rozgonjuk et al., 2019). We used in-class social media checking and out-of-class study interferences as proxies of students' academic engagement and therefore as potential mediators of the relation between FoMO and students' school achievement. ...
Fear of Missing Out (FoMO) – people’s intense concerns that they might miss pleasant moments that their peers may enjoy—has been found to relate to a variety of undesired outcomes, including poor academic functioning. Yet, little is known about why some students may exhibit more FoMO than others. In this cross-sectional study with a sample of Turkish adolescents ( N 1 = 506; 50.8% males; M age = 15.8 years; SD = 0.83), we examined to what extent intrinsic and extrinsic life goals for using social media predict FoMO over and above social anxiety. We found through path analyses that extrinsic goals of attaining popularity, garnering attention, and conveying a positive image of oneself to others related to FoMO which in turn related to lower grades by means of in-class distraction and out-of-class study interference. Taken together, the present results suggest that the goals that adolescents try to attain through social media use may explain why FoMO might be more prevalent in that age group.
... However, studies are also found in which gender does not make any difference, such as Rozgonjuk et al. (2019) and Tomczyk & Selmanagic-Lizde (2018). When viewing these studies together, no gender difference is seen to be present in shopping with the rapid development of technology and the conditions that arise. ...
Technology has been developing rapidly for a very long time, and this development creates new dynamics in all areas of life. Now, there is almost no area independent from the phenomenon of technology and technological tools. In this context, public relations practices also try to influence people’s purchasing behavior through different tools and applications. Since public relations cannot be considered only as a promotional and image activity, the relationship of the issue with purchasing practices is established in this study. On the other hand, people’s buying behavior is influenced by certain methods. The aim of this article is to examine the effect of fear of missing out (FoMO) on developments, which is a new concept in public relations practices, on individuals’ purchasing behavior through the example of Trendyol. In this study, the extent to which the consumer's FoMO on the activities and life experiences of others affects their purchasing behavior is discussed. At the same time, how demographic structure affects purchasing behavior is also examined. The method of the study is structural equation modeling from a statistical point of view. As a result, the findings show that the increase in the fear of missing out affects purchasing behavior. It has been observed that this does not differ according to gender but differs according to education level and income source.
... Budnick et al. (2020) have also suggested that workplace FoMO has a different construct from other contextual FoMOs and that it predicts work burnout and excessive message checking behavior. As can be seen, in the conceptual development process, the number of publications on FoMO is increasing rapidly day by day in different fields, and it has become a researched phenomenon in various fields, such as psychology Wegmann et al., 2017), communication (Conlin et al., 2016;Maxwell et al., 2021), marketing (Hodkinson, 2019;Zhang et al., 2020), tourism (Sigala, 2019), sports (Larkin & Fink, 2016;Yim et al., 2021), business (Budnick et al., 2020;Tandon, Dhir, Islam, et al., 2021), computer science (Beyens et al., 2016;Roberts & David, 2020;Rogers & Barber, 2019), and education (Alt, 2015;Rozgonjuk et al., 2019). ...
Fear of missing out (FoMO) is a psychological construct that recently emerged in the age of social media. This study aims to provide an overview of the progress on FoMO research and offer a future research agenda based on FoMO-related scientific articles published. We carried out this aim using a two-stage methodological approach, based on an initial pool of 314 peer-reviewed articles in the Scopus database: (1) co-citation analysis, a bibliometric analysis technique, with a subset of 103 articles to show how FoMO research develops intellectually; and (2) a systematic review to discuss clusters that emerged after co-citation analysis. Results of the co-citation analysis uncovered four clusters: (1) social media, (2) negative affectivity, (3) problematic social media use, and (4) problematic smartphone use. We discuss the content of each cluster in the context of central themes, key theoretical influences, and characteristic methodological approaches. We also present a future research agenda based on this discussion. In conclusion, this study provides an up-to-date overview that can assist researchers in understanding and designing future FoMO research and for practitioners to improve the well-being of society or users.
... Studies conducted at the university level reported that tablet-supported courses under instructor guidance might improve students' motivation, engagement, and learning performance (Albadry, 2015;Wakefield et al., 2018). Caution should, however, be exercised regarding learning content, context, and students' fear-of-missing-out emotion when students receive notifications (Dmitri et al., 2019). ...
The incorporation of tablets into education has become widespread in recent years. Their use enables learners to gain access to a plethora of learning resources. Nevertheless, reasonably little has been done to systematically review the effects of tablet-assisted learning on student learning achievements, participation, and motivation. In this study, both the positive and negative effects of tablet-assisted learning were explored. In addition, the motivational elements of tablet-assisted learning were discussed, coupled with an analysis of its effects on motivation and gender differences in tablet use. The roles of tablet use in learner participation and ways to enhance learner participation were also studied. Additionally, we discussed the impacts of tablet-assisted learning at different grade levels and provided constructive suggestions for technologists and educators. Further research should carry out empirical investigations with large samples or by combining tablets with gamification to identify more factors affecting tablet use and address the existing problems.
... Studies conducted at the university level reported that tablet-supported courses under instructor guidance might improve students' motivation, engagement, and learning performance (Albadry, 2015;Wakefield et al., 2018). Caution should, however, be exercised regarding learning content, context, and students' fear-of-missing-out emotion when students receive notifications (Dmitri et al., 2019). ...
In this paper, an exploratory mixed-method study is presented examining the video-related behavior of participants of a massive open online course (MOOC; N=1.238). Firstly, detailed log-file analysis of six videos has been carried out to compare clickstreams of videos with and without integrated H5P quiz integration. It shows quite different seeking and watching pattern behavior in video with H5P quizzes. In a second step, learners participated in an online questionnaire (N=707): Most of them see the quizzes in videos as always or mostly helpful (67%). The survey also shows that for many, taking notes, turning on subtitles, using the transcripts or even increasing the speed are important activities when learning with the videos in the MOOC. In a third step, interviews with ten MOOC participants are a source for qualitative insights in how the learners use the learning videos.
... [18]. FoMO is associated with impaired pedestrian focus due to excessive smartphone use [37], as well as impairment Advances in Social Science, Education and Humanities Research, volume 655 in daily activities due to receiving smartphone's notification [38]. FoMO showed positive associations with depression [22,25,36,39,40], anxiety [22,36,39,40,41] including social anxiety [42], as well as feelings and bad moods [19,34]. ...
... Besides the surrounding environment, distractors can also originate from on-screen content: pop-up notifications, messages, and the like can divert a user's attention. Interruptive notifications have been demonstrated to have emotional and social effects [14,32], where smartphone users (often from younger generations) would focus their attention on pop-up message notifications in order not to miss out on crucial pieces of information or to avoid boredom. Although on-screen distractors and their social and cultural implications are out of the scope of the present paper, it is important to note that interruptive notifications can distract a focused viewing on smartphone screens: the sudden onset of a notification window and its content can divert one's attention to a movie. ...
... Fortunately, GC provides notification of assignments to check and do not miss the assignment. Individuals with higher FOMO levels could have an increased chance of acquiring and engaging with more INs at the cost of other learning-related activities (Rozgonjuk et al., 2019). The notification is beneficial in online learning since students are flooded with several assignments from other different courses. ...
The advent of the COVID-19 pandemic reconfigured several aspects of life, one of which is education. A study on grassroots voices on online learning is a dearth of. Therefore, a present study was addressed to uncover teachers' and students' voices in online learning. Questionnaires and interviews were employed to garner data. 233 students and 30 teachers' responses from questionnaires were obtained. The interviews were conducted to obtain in-depth data. The data were interpreted descriptively. The results showcased that students' voices on the ease of GC and GC performance were positive, yet institution support was not maximally implemented. Simultaneously, the teachers' voices on the ease of GC, the performance of GC, and the supports of institution were positive. In a nutshell, teachers and students have a positive impression of online learning. Their positive impression comes from the ease of the online platform operation, the online platform's good performance, but student views that the institutional support is not maximally implemented. The ease of using online platforms should be considered in choosing one of the various online platforms available. The online platform features are not complicated for students and teachers to easily operationalize the online platform and support teaching and learning activities such as delivering materials, assigning tasks, submitting a task, and assessing tasks.
Background
Problematic smartphone use (PSU) has become a common phenomenon among college students. Fear of missing out (FoMO) is an important factor affecting PSU, but how FoMO affects PSU is not clear. Therefore, the mediating effect of positive and negative metacognitions about smartphone use (PMSU and NMSU) and the moderating effect of optimism are explored.
Methods
514 Chinese college students aged 17 to 25 from 6 Chinese universities were investigated with the Trait-State FoMO Scale, the Metacognitions about Smartphone Use Questionnaire, the Temperament Optimism Scale, and the Smartphone Addiction Scale for College Students. The data were analyzed with SPSS software.
Results
FoMO was positively associated with PSU, PMSU and NMSU mediated this association. Optimism moderated the relationship between FoMO and PSU, i.e., FoMO had a less prominent positive effect on PSU for college students with a high level of optimism.
Conclusions
There is a positive relationship which exists between FoMO and PSU among college students. In addition, PMSU and NMSU play mediating roles in FoMO and PSU, and optimism plays an moderating role in FoMO and PSU. These findings can help not only educators understand the predictors of PSU and develop interventions to effectively prevent PSU among college students but also college students reduce the level of PSU by improving their understanding of PMSU and NMSU and optimism level.
Günümüzde teknolojik donanım ve yazılımlar özellikle Mobil ve İletişim Teknolojileri, neredeyse hayatımızın bir parçası haline gelmiştir. Kaçınılmazdır ki; hâlihazırda tüm yaş gruplarından bireyler mobil cihazlara ve mobil internete sahiptir. Bunun sebebi olarak; teknoloji üretim maliyetlerinin düşmesi, mobil internetin gelişmesi ve geniş bant aralıkları gösterilebilir. Akıllı telefonlar ve mobil internet sayesinde, finans, eğitim ve sağlık başta olmak üzere tüm işlemlerimiz artık kolay ve hızlı bir şekilde her an her yerden akıllı telefon ve mobil uygulamalar iş birliğinde yapılmaktadır. Fakat 19.yüzyıldan bu yana mobil teknolojilerdeki gelişmeler ve kullanım yaygınlığı insanoğlunun davranışlarında ve alışkanlıklarında radikal değişimlere neden olmuştur. Z kuşağından önceki kuşaklarda teknoloji devinimi daha yavaş olduğundan ve teknoloji adaptasyonu belirli yaşlardan sonra cereyan ettiğinden bu kuşaktaki bireylerin hayatlarında bazı değişimler yaşanmıştır. Bu değişimlerden en önemli olanı sosyalleşmenin artık sanal dünyada giderilmesidir. Sosyal bir canlı olan “Homosapiens” in evrimi topluluklar halinde olmuştur. Bu açıdan sosyalleşme insan için en önemli kavramlardan biridir.
هدفت الدراسة إلى التحقق من البناء العاملي لمقياس الخوف من الضياع في السياق الأكاديمي لدى طلاب الجامعة. وشملت إجراءات الدراسة عدة خطوات منها دراسة استقرار المفردات على العوامل في الصورة العربية للمقياس، ودراسة البنية العاملية واختبار نماذج متنافسة تصف ظاهرة الخوف من الضياع. وعليه، فقد استخدمت الدراسة مقياس الخوف من الضياع لبريزبليسكي وآخرين (Przybylski et al., 2013) وذلك بعد تعريبه وعرضه على عضوين من أعضاء هيئة التدريس بقسم علم النفس. و من ثم أعيدت صياغة العبارات في المقياس لتتضمن العديد من السياقات مصحوبة بدوافع الخوف من الضياع في السياق الأكاديمي. اعتمدت الدراسة على المنهج الوصفي التحليلي، وتكونت عينة الدراسة من 306 من طلاب مرحلتي البكالوريوس والدراسات العليا بجامعة قناة السويس. وأجريت فعاليات الدراسة أونلاين منذ 31 مايو حتى 4 يونيو 2021.
توصلت النتائج إلى استقرار مفردات البعد الاجتماعي للمقياس، وإلى تفوق نموذج العوامل الثلاث من الرتبة الأولى توكيدياً، وكذلك نموذج العامل العام من الرتبة الثانية. تراوح الثبات بمعامل ألفا كرونباخ للأبعاد بين 0.44 و0.74 وقد كان البعد الانفعالي للمقياس متدني الثبات مما يشير على سيادة المزاج السلبي على أفراد العينة في ظل استمرار جائحة كورونا.
The emergence of advancement technology has enabled the students to access the vast knowledge and information easily and quickly. In the case of university students, without spending on educational activities they have spent much time on social media, online games, watching videos, shopping etch via smartphone. The excessive amount of time spent on smartphones may lead to addictive behaviour. The aim of this study was to investigate the rate prevalence of smartphone addiction and difference in gender and academic streams in relation to smartphone addiction. The investigator has used descriptive survey method to conduct this study. One hundred ten (110) participants were selected by using stratified random sampling. Smartphone addiction scale developed by Dr. Vijayshree and Dr. Masaud Ansari in 2020 was used for data collection. The prevalence of smartphone addiction among university students shows that more than 40% of students are reported above average level of smartphone addiction among which only 11% students are highly addicted. Though gender was not a significant predictor (β-1.620, R 2-0.003, F-0.278, P>0.05) but academic streams were significant predictors of smartphone addiction (R 2-0.185, F-11.972, P<0.01). The result of the t-test shows that there is no significant difference between male and female students in smartphone addiction (t-0.527, P>0.05) and F test shown that there is significant difference among the different streams of students in smartphone addiction (F-011.972, P<0.01). Similarly, the result of two-way ANOVA shows that there is a significant interaction effect of gender and academic streams on smartphone addiction (F-4.940, P<0.01). Introduction The 21 st century has brought revolutionary change in the field of science and technology. The use of advanced technology such as smartphones, computers, and the internet has enabled the individuals to easily connect, communicate, and collaborate with others. Similarly, students can easily access the vast amount of knowledge and information with the help of pocket-sized devices (Smartphones). This device provides an opportunity to make collaborative work, stay updated with new course materials, communicate with peers, access the online educational resources and academic platforms for their academic and non-academic activities (Anshari et al., 2017). However, along with the number of positive outcomes by using of smartphone, the excessive and uncontrolled use of this device may lead to addictive behaviour among the students.
Fear of Missing Out (FoMO) is defined as an individual's fear and panic that others may be having more satisfying and rewarding experiences than they are, and the desire to constantly stay connected to what others are doing. It is known to be an important mediating variable in predicting the negative consequences of overuse of social networking sites. In terms of negative consequences, it is also suggested that it has an impact on university students' learning approaches. However, the heterogeneity of FoMO among individuals with different learning approaches has not yet been clarified. Therefore, in this study, latent profile analysis (LPA) was conducted to reveal hidden profiles of university students in terms of learning approaches and FoMO according to the frequency of checking the smartphone during studying. The participants consisted of 1122 university students studying at a state university in Turkey. The study used the Revised Study Process Questionnaire (R-SPQ-2F) to assess deep and surface learning approaches and the Fear of Missing Out Scale (FoMOs) to measure FoMO level. The findings indicate that there are low but significant relationships between the variables. LPA revealed four profiles among university students according to the incidences. The profiles were discussed in the light of the literature.
Digital mental health tools can help university students access cost-effective and timely resources for mental health challenges. However, direct involvement by university students during the design of these tools has been limited. Early involvement can help design teams understand how mental health applications can tailor support to student’s unique needs alongside evidence-based interventions. We used a participatory design approach to understand how we might translate an in-person, evidence-based intervention into a mobile application for university students. Our findings indicate that students perceived the need for the application to (1) provide healthy reminders, (2) connect with peers and counselors, (3) support personalized experiences and (4) teach informational and instrumental life skills. We discuss implications for designing evidence-based mental health applications for university students to balance their need for customized support for self-help and professional help.KeywordsMental HealthMobile ApplicationsUniversity Students
The objective of this research is to describe the kinds of classroom interaction take place between teacher and student and describes what is the most dominant talk take place in classroom interaction based on the Flanders Class Interaction Analysis Category System (FIACS).This research used descriptive qualitative research. The data of this study are the interaction between teacher and students in the classroom. The data were taken by recording the classroom interaction. The subject of this research was 17 students and one English Teacher. The researcher used observation for techniques of collecting data. Flanders Interaction Analysis used to identify and analyze teacher and students interaction in classroom.Based on the result of this study, it could be concluded there are 10 categories of interaction, 7 categories of teacher talk, such as accepts feelings, praises or encourage, accepts or uses students ideas, asking question, lecturing, giving directions, criticizing or justifying authority; 2 categories of students talk namely students talk response and students talk initiation and 1 category of silence. The researcher concludes that the teacher was dominant in the classroom. It proved by the percentage of teacher talk was 58.70% than students talk was 30.34%, and the kinds of classroom interaction, the students participation was 30.34% has higher percentage than others and silence was 10.94%.
The COVID-19 pandemic has coincided with a global increase in problematic social networking sites use (PSNSU). By drawing on transactional stress theory and applying the stressor-strain-outcome (SSO) framework, we proposed and verified a chain mediation model to explore the mediating roles of fear of missing out (FoMO) and future anxiety (FA) in the relationship between COVID-19 lockdown stress (CL stress) and PSNSU. Our sample of 670 quarantined college students in China responded to a COVID-19 student stress questionnaire, a social network addiction scale, a fear of missing out scale, and a dark future scale. The results revealed that (1) CL stress significantly positively predicted PSNSU, (2) both FoMO and FA mediated the relationship between CL stress and PSNSU, (3) FoMO significantly positively predicted FA, and (4) a full chain mediation was observed between CL stress and PSNSU.
Fear of Missing Out-FoMO (Fear of Missing Out-FoMO) is defined as the anxiety and fear that an individual experiences when she/he is not aware of what others are doing and sharing on social networks. In this respect, individuals suffering from FoMO are often concerned with the lives of others and what they share. This phenomenon, which is currently accepted as the driving force of the use of social media, is spreading day by day, especially among university students. Because of FoMO, students may experience problems both in their general and academic lives. In this context, the aim of the study is to examine the university students' fear of missing out on social networks in terms of students’ study behaviours. The study group consists of 445 university students studying in different departments of a state university located in the Thrace region. In the study, which was structured with the descriptive study, independent samples t-test, one-way analysis of variance (ANOVA), Kruskal Wallis-H and Mann Whitney U tests were used to examine the difference between groups as well as the mean, standard deviation, percentage and frequency for descriptive analyses. When the findings obtained as a result of the analyses are examined; It was observed that the FoMO levels of the students did not differ according to gender. FoMO levels of university students studying in the department of educational sciences are higher than students studying in the department of social sciences. Students who are always interrupted by their smartphones while studying have higher FoMO levels than students who are interrupted occasionally. Finally, the score of those who show the behavior of "I quit studying" when there is an interruption due to smartphones and social network applications (messages, notifications, etc.) during studying is significantly higher than those who say "I deal with my smartphone, finish my job and then continue studying where I left off," "I continue studying where I left off, but occasionally check my smartphone," and "I turn off my smartphone and continue studying where I left off." In addition, the FoMO scores of those who say "I continue studying where I left off, but occasionally check my smartphone" are higher than those who say "I deal with my smartphone, finish my job and then continue studying where I left off." As a result of the findings of the study, it can be said that university students with higher FoMO levels are more likely to experience interruptions and difficulties in their study time due to smartphones and social network applications.
Across the multitude of Fear of Missing Out (FoMO) research, the common notion is that FoMO is a dispositional trait which is generally stable over time. However, provided FoMO is conceptualized as a form of an anxiety regarding the concern one is absent from a rewarding experience, and how anxiety is quantified as both a state and trait, FoMO could also be studied as a behavioral state. Moreover, research has proposed situational factors, such as the level of entertainment one is currently experiencing, could influence the extent someone experiences FoMO at that moment. This in turn, suggests temporary fluctuations in FoMO severity occur and viewing FoMO merely as a trait is not adequate. To measure state FoMO, the State Fear of Missing Out Inventory (SFoMOI) was developed. Exploratory and confirmatory factor analyses were conducted and derived a one-factor unidimensional scale of 8 items. Support for convergent, discriminate, and criterion validity was found, and the SFoMOI was sensitive to detect differences in participants primed for the experience of FoMO and those who were not. Lastly, the measure had excellent internal reliability. Suggestions for future use and limitations of the SFoMOI are outlined.
An important problem voters face is that they frequently encounter unfamiliar candidates and policies during elections. The Internet provides a solution to this problem by allowing voters to access vast amounts of information using communication technologies like laptops and smartphones. However, the online environment is “noisy,” containing information both relevant and irrelevant to any given query. Existing research has not examined whether voters are able to discriminate between relevant and irrelevant political information during online search and how this discrimination ability influences voting decisions. We conducted a preregistered experimental study (N = 128; 64 younger participants and 64 older participants) in which we created our own search engine and webpages about political candidates to examine people’s discrimination ability during search. We found that people’s ability to discriminate between relevant and irrelevant facts during search increased the likelihood that their later vote choices were influenced by relevant (instead of irrelevant) information. In addition, older and younger adults’ discrimination abilities did not differ between searches on smartphones or laptops. Our findings demonstrate a new way to integrate theories of political behavior and communication technology and highlight information search in “noisy” online environments as an important problem faced by voters in democracies.
Banyaknya pengguna media sosial di Indonesia merupakan salah satu indikator banyaknya pengguna yang mengalami fear of missing out. Penelitian ini bertujuan untuk melihat bagaimana hubungan antara tawakal kepada Allah dan fear of missing out yang di mediasi oleh Tathmainnul Qulub. Pengumpulan data dilakukan dengan cara membagikan google form secara acak kepada mahasiswa di Yogyakarta, yang terdiri dari tiga skala yaitu Indonesia fear of missing out scale, skala tawakal kepada Allah, dan skala Tatmainn al-qulub. Hasil pengujian korelasi menunjukkan bahwa Tawakal kepada Allah berhubungan positif secara signifikan dengan Tathmainnul Qulub, dan berhubungan negatif secara tidak signifikan dengan fear of missing out. Walaupun demikian pengujian mediasi menunjukkan, terdapat pengaruh tidak langsung tawakal kepada Allah terhadap fear of missing out yang dimediasi oleh Tatmainn al-qulub(p=0,003).
With the rapid development of mobile technologies, especially the use of smartphones has spread to wider masses. With the widespread use of smartphones, mobile application developers are increasing the number of mobile applications day by day. However, the increasing in the use of smartphones, mobile internet and mobile applications brings some harm as well as the benefits for individuals. One of these is thought to be that university students' activities such as studying and reading books are interrupted by smartphones and students have problems in concentration. Due to these interruptions or the behavior of frequently checking the their smartphone, reading or studying activities cannot be sustained in a continuous and focused manner. In this context, the aim of the study is to
determine the smartphone usage statistics of university students during study or reading after the Covid- 19 pandemic. The study group consists of 1390 university students studying in different departments of Trakya University in the 2021-2022 academic year. The general survey method was used in the study, which has a descriptive nature. In the study, descriptive statistics and non-parametric tests Mann Whitney-U, Kruskal Wallis-H test were used. As a result of the analyzes, the frequency of checking their smartphones during the day of university students is 21,37 minutes on average. Messages, notifications or calls to their smartphones are received on average every 20,50 minutes. Students spend
an average of 106,52 minutes during the day to read a book or study. During this period, the studying or reading activity of university students is interrupted on average every 13,33 minutes by notifications, messages or calls. In addition, during this period, students check their smartphones every 16,43 minutes on average. In terms of gender, male students check their smartphones more frequently than female students during the day. At the same time, they are more alerted by text or voice messages, calls and notifications. However, these statistics are in favor of female students during the studying period. Finally, when these activities are interrupted while university students are studying or reading, 47,3%
of university students continue to study, 26,9% continue to read or study from where they left off, but occasionally check their smartphone. , 14.7% stated that they took a break from working for a while to regain their concentration, 7,8% stated that they turned off their smartphones and started studying again from where they left off, and 3,4% stated that they stopped reading or studying. As a result of the
findings, it can be said that the fact that university students experience interruptions due to smart phones or frequently checking their smart phones has a negative impact on students' studying or book reading activities.
Social media are often believed to distract adolescents’ attention. While existing research has shown that some adolescents experience more social media-related distraction than others, the explanations for these differences remain largely unknown. Based on Self-Determination Theory, this preregistered study investigated two social connectivity factors (fear of missing out [FoMO] and friendship accessibility expectations) and two disconnectivity factors (self-control strategies and parental restrictions) that may explain heterogeneity in social media-related distraction. We used data collected through a measurement burst design, consisting of a three-week experience sampling method study among 300 adolescents (21,970 assessments) and online surveys. Using N = 1 analyses, we found that most adolescents (77%) experienced social media-related distraction. Contrary to expectations, none of the connectivity or disconnectivity factors explained differences in social media-related distraction. The findings indicate that social media are a powerful distractor many adolescents seem to struggle with.
Schools are implementing 1-to-1 device policies, and as a result students are increasingly using mobile devices for multiple purposes. This use is in addition to other sedentary behaviours. The purpose of this study was to examine the associations between different types of sedentary behaviours, including technology use by device type and purpose, with academic achievement. School children (n = 934) in grades 5 through 12 at an Australian school with a ‘bring-your-own’ device policy completed a survey on sedentary behaviours and technology use. Mean total sedentary time was 12.9 (SD 8.7) hours per day, and mean screen use was 6.7 (SD 5.7) hours per day. Duration of technology use for nearly all devices and all purposes (except some school work) was negatively associated with academic performance, though the relationships were often non-linear. Support is needed for children to develop wise habits of technology use and overall sedentary behaviours.
Purpose
Fear of missing out (FOMO) has become a common phenomenon on social media. This study aims to examine how FOMO influences consumer preferences for posting about identity-relevant products on social media.
Design/methodology/approach
In this research, three studies were conducted to explore the effects of FOMO in different real-life situations. Study 1 was conducted in a laboratory setting in China. Study 2 includes two experiments, one that was conducted in China and one in the USA. Study 3 was conducted in a workplace setting in China.
Findings
The results of Study 1 indicate that when consumers experience FOMO, they prefer to post about identity-relevant (vs functional) products to a greater extent than usual. Study 2 examines the role of self-esteem and identifies self-presentation and the avoidance of social attention as underlying mechanisms. Thus, consumers with high (or low) self-esteem tend to be more motivated to present themselves positively (or to avoid social attention) when experiencing FOMO. Furthermore, Study 3 reveals the moderating role of supportive interactions; that is, the interaction between FOMO and consumer self-esteem is most likely to exert an effect when consumers receive many supportive interactions.
Research limitations/implications
This research demonstrates that posting identity-relevant content on social media is a coping strategy that individuals may adopt when experiencing FOMO. Moreover, self-esteem can predict how individuals cope with FOMO by identifying self-presentation and avoidance of social attention as the mechanisms underlying effects. Although this research attempts to avoid interference from other factors between in the relationship FOMO and the control conditions, it seems possible that more socially relevant information may be presented in the FOMO condition.
Practical implications
Because FOMO can be manipulated and posting types can be predicted, this research provides important implications for brands on how to create or post content to better engage consumers.
Originality/value
This research supports the role of FOMO as a driver of on consumer posting preferences on social media.
Abstact
The paper analyses how four screen activities relate to reading scores using the representative sample of 21,217 ten-year-olds who sat online and offline Progress in International Reading Literacy Study (PIRLS) test in six high-income European countries. In regression models, gaming and Internet use showed a right-skewed inverted U-shape relationship to online reading with moderate use (30-60 minutes daily) showing a positive association when compared to both no-use and heavy use (above 2 hours). Online chatting and watching videos showed negative relationship to online reading above the threshold of approximately one hour daily. Quantile regression showed that all four types of screen time had similar influence on top and bottom performers except for gaming over 2 hours daily which was associated with 26-point (or over a quarter of a standard deviation) lower score for low-performers and 6-point lower score for top-performers. The paper documents the emergence of online-offline reading gaps: children who reported no screen use scored 6-11 points lower on online than offline test. Similarly, children who spent more time online scored higher on online tests than on offline tests. Whenever the heavy screen use yielded significant results, it was associated with higher online score (ranging from 8 to 16 points) when compared to offline score. A common finding for all screen activities, testing modes and groups of performers is an adverse effect on reading of more than two hours daily of screen time.
Numerous studies have shown specific benefits of smartphones and social network sites (SNSs) for entertainment, connection, education, and even research, while an equal number have focused on concerns about overuse, negative academic outcomes, and mental health issues. However, few studies to date have taken a more holistic view of how smartphones and SNSs affect the lived experiences of students in and out of the classroom in order to aid teachers in deciding how to address them in their teaching. The current study builds upon an earlier study on teachers' perceptions and uses of technology in Korea in which findings indicated that teacher decision making was increasingly contingent upon determining the role of smartphones in students' learning and lives. An exploratory mixed methods grounded theory approach was adopted involving semi-structured interviews and a survey questionnaire at one American and three Korean universities. Findings formed a central category entitled “my other hand” that frames the all-encompassing role that smartphones play in students' academic and personal lives. Clear indications of extended mind cognition were found highlighting teachers' need to better understand how student lives and perspectives toward learning are evolving including the increasing role of YouTube as an informal classroom supplement. Implications suggest that given the profound nature of smartphones and SNSs in students’ lives, gaps between institutional teaching and learning and ways of being in the new “metacognitive economy” will become exacerbated unless properly addressed.
The fear of missing out (FoMO) concerning social media is increasingly becoming a concern, especially among college students. Although existing studies have theoretically investigated FoMO from different perspectives, fewer studies have explored cognitive bias as the antecedent of FoMO and its cognitive, motivational, and cultural mechanisms. This study investigated the contribution of cognitive bias in explaining FoMO and related cognitive, motivational, and cultural factors. A sample of 748 undergraduates was recruited from two universities in China and filled out five questionnaires: Attention to Negative and Positive Information Scale, Attentional Control Scale, Need to Belong Scale, Self-Construal Scale, and Fear of Missing Out Scale. We used structural equation modelling to analyze the associations among study constructs. Analyses found that ANI was positively/negatively associated with the need to belong /attentional control, which were positively/negatively associated with FoMO. In addition, ANI was negatively/positively associated with independent/interdependent self-construals, which were positively associated with FoMO. The findings can provide valuable suggestions for designing an attentional bias modification program aiming at decreasing FoMO in Chinese college students by adding or emphasizing improving attentional control, meeting the need to belong, and promoting independent self-construal at the individual level.
Gelişmeleri kaçırma korkusu (FoMO) kavramının ortaya çıkması ile bu konudaki akademik yayın sayısı önemli ölçüde artmaya devam etmektedir. Bireyler FoMO duygusunu genellikle sosyal medya bağlamında yaşıyor olsa da FoMO’yu değerlendirmek için kullanılan ölçeklerin sosyal medya bağlamını doğrudan odağa almadığı görülmektedir. Ayrıca Türkçeye uyarlanmış FoMO ölçeklerinin psikometrik özelliklerinin yeterince sınanmadığı söylenebilir. Bundan dolayı, psikometrik özellikleri açısından güçlü ve sosyal medya bağlamında olan bir FoMO ölçeğinin Türkçe alanyazına kazandırılması bu eksiliği giderebilir. Bu araştırmanın amacı, uluslararası alanyazında geliştirilen Güncel Gelişmeleri Kaçırma Korkusu (FoMO) ölçeğini (Zhang ve ark., 2020) sosyal medya bağlamında Türkçeye uyarlamaktır. Bu amacı gerçekleştirmek için Türkiye genelinde 18 yaş üstü sosyal medya kullanan kişilerden oluşan iki ayrı örneklemden çevrimiçi anket yöntemiyle veri toplanmıştır. Birinci örneklemden (N = 251), elde edilen verilerile FoMO ölçeğinin açımlayıcı faktör analizi gerçekleştirilmiştir. Bu analiz sonucunda, ölçeğin orijinalindeki gibi kişisel FoMO ve sosyal FoMO olmak üzere iki faktörlü bir yapı gösterdiği bulunmuştur. Bunun yanında, ikinci örneklem (N = 353) ile doğrulayıcı faktör analizi (DFA) yapılmıştır. Bu analiz sonucuna göre, ölçeğin yer aldığı modelin uyum indeksi değerlerinin yeterli seviyede olduğu ve bu şekliyle ölçeğin ve iki faktörlü yapısının doğrulandığı görülmüştür. Ayrıca ölçeğin birleşim ve ayrışım geçerliğine sahip olduğu bulunmuştur. Öte yandan, FoMO’nun üst yapı olduğu ikinci düzey DFA sonucunda da modelin uyum indeksi değerlerinin yeterli seviyede olduğu görülmüştür. Bunun yanı sıra, FoMO’nun öncül değişken rolünü test etmek için gerçekleştirilen yol analizine göre, FoMO akıllı telefon bağımlığı, günlük ortalama sosyal medya kullanım süresi ve günlük ortalama sosyal medya kontrol etme sıklığını pozitif olarak yordamaktadır. Öte yandan, her iki örneklemden toplanan verilerle yapılan analizler sonucunda içsel tutarlılık ve birleşik güvenirlik açısından ölçümün güvenilir ve madde analizleri neticesinde ölçekte yer alan tüm maddelerin ayırt edici olduğu tespit edilmiştir. Sonuç olarak, bu çalışma sosyal medya bağlamında FoMO’yu incelemede geçerli ve güvenilir bir ölçüm aracı olarak ilgili ölçeğin kullanılabileceğine yönelik anlamlı katkılar sunmaktadır.
Previous research has shown that problematic smartphone use (PSU) is related to several affect-related psychopathology variables. Emotion dysregulation has been regarded as a central psychological factor associated with that type of psychopathology. In this paper, the association between expressive emotional suppression, a form of emotion dysregulation, with PSU was investigated. Furthermore, we tested if types of smartphone use (process and social use) mediated that association. Three hundred American college students participated in a web-based survey that included the Smartphone Addiction Scale (for problematic smartphone use), Emotion Regulation Questionnaire (assessing suppression), and Process vs. Social Smartphone Usage scale. We found that expressive suppression was correlated with both process smartphone use and PSU severity. Mediation analysis showed that process smartphone use completely mediated relations between suppression and PSU severity. The findings suggest that dysfunctional emotion regulation could lead to more process smartphone use that, in turn, may manifest in PSU severity. Contributions and limitations of the study are discussed.
Users are confronted with more and more notifications in their lives. Multiple device types in the users' environment use visual, tactile and auditory cues to inform them about messages, events, and updates. All these devices differ in the used modalities to inform the users and in the offered configuration options for these modalities. Prior work investigated the distracting effects of notifications and how people interact with notifications. However, related work often only focuses on one platform at a time. Instead, we use interviews to investigate how users experience and deal with notifications generated by their different devices in their everyday lives. Our results show that users developed strategies to deal with notifications on their devices such as disabling (or not enabling) notifications, uninstalling applications, using do-not-disturb functionality, muting devices or even putting devices away. Only few users change the notification settings on their devices. As a consequence, the default settings selected by the device manufactures can drastically change how notifications are affecting users.
The aim of this study is to examine high school students and uncover the relationships between Smartphone Addiction levels
and certain factors such as (a) Fear of Missing Out (FoMO) (b) Social Networking Site (SNS) usage habits (using smartphones),
(c) age, d) sleep duration and (e) duration of smartphone ownership. The study group consists of 161 students from two
public high schools in Turkey. Two different scales were employed for data collection; namely, the Smartphone Addiction
Scale and FoMO Scale. Based on a cross-sectional research method, this qualitative study makes use of Pearson Correlation
and Stepwise Multiple Regression statistical tests. Findings have shown positive correlations interpreted as Smartphone
Addiction increasing with greater student age, daily duration of SNS use on smartphones, duration of smartphone ownership,
and Fear of Missing Out. In addition, there exists negative-correlation between smartphone addiction and sleep duration, as
well as frequency of SNS use on smartphones. Last but not least, it has been shown that FoMO, daily duration of SNSs use on
smartphone and duration of smartphone ownership predict smartphone addiction, with the FoMO variable being the
strongest predictor.
With the growing attention paid to the role of Fear of Missing Out (FoMO) as a mediator, linking deficits in psychological needs to Problematic Internet Use (PIU), this study explored the role of FoMO in partially explaining the connection between parent–child communication and the child’s PIU. Data were gathered from 270 participants of whom 45.6% 13- to 15-year-old youth (middle school students), and 54.5% 15.5- to 18-year-old adolescents (high school students). Path analysis results have corroborated the main research hypothesis, according to which positive communication activities of parents, such as listening to their children, trying to understand how they feel and what they think, and creating a positive and supportive atmosphere for discussions, can reduce FoMO experiences among adolescents, which in turn might decrease their PIU. Limitations, conclusions, and directions for further research are discussed.
This study was aimed at exploring links between adolescents’ deep and surface approaches to learning, Fear of Missing Out (FoMO), and Problematic Internet Use (PIU) by using Partial Least Squares Structural Equation Modeling (PLS-SEM). The analysis corroborated the postulated positive links between surface learning, FoMO, and PIU. Moreover, the FoMO construct represented a complimentary mediation between the surface learning approach and PIU constructs. This study may lead to a plausible inference according to which both FoMO and surface learning share a common core characteristic of decreased levels of self-regulation that might lead to PIU. Having students acquire and practice skills of self-regulation might help them control their levels of FoMO, and consequently their PIU at schools or out-of-school learning environments.
The use of smartphones is revolutionizing the way information is acquired, leading to profound modifications in teaching medicine. Nevertheless, inadvertent use can negatively affect student learning. The present study aims to evaluate smartphone use in the educational context as well as Internet addiction and its repercussions on surface and deep learning and to compare them during the different phases of medical students’ education. This is a cross-sectional study involving medical students in all phases of education. Sociodemographic data, type and frequency of smartphone use, degree of digital addiction (Internet Addiction Test - IAT), and surface and deep approaches to learning (Biggs) were analyzed. A total of 710 students were included. Almost all students had a smartphone and a total of 96.8% used it during lectures, classes, and meetings. Less than half of the students (47.3%) reported using a smartphone for more than 10 min for educational purposes, a usage that is higher among clerkship students. At least 95% reported using a smartphone in the classroom for activities not related to medicine (social media and searching for general information) and 68.2% were considered problematic Internet users according to the IAT. The most common reasons for noneducational use were that the class was uninteresting, students needed to receive or make an important call, and the educational strategy was not stimulating. The “frequency of smartphone use” and higher “internet addiction” were correlated to both higher levels of surface learning and lower levels of deep learning. Educators should advise and educate their students about conscientious use of this tool to avoid detrimental impact on the learning process.
Air traffic controllers can sometimes forget to complete deferred tasks, with safety implications. In two experiments, we examined how the presence and type of interruptions influenced the probability and speed at which individuals remembered to perform deferred tasks in simulated air traffic control (ATC). Participants were required to accept/handoff aircraft, detect aircraft conflicts, and perform two deferred tasks: a deferred conflict task that required remembering to resolve a conflict in the future; and a deferred handoff task that required substituting an alternative aircraft handoff action in place of routine handoff action. Relative to no interruption, a blank display interruption slowed deferred conflict resumption, but this effect was not augmented by a cognitively demanding n-back task or a secondary ATC task interruption. However, the ATC task interruption increased the probability of failing to resume the deferred conflict relative to the blank interruption. An ex-Gaussian model of resumption times revealed that these resumption failures likely reflected true forgetting of the deferred task. Deferred handoff task performance was unaffected by interruptions. These findings suggest that remembering to resume a deferred task in simulated ATC depended on frequent interaction with situational cues on the display and that individuals were particularly susceptible to interference-based forgetting.
Several studies have shown that problematic smartphone use (PSU) is related to detrimental outcomes, such as worse psychological well-being, higher cognitive distraction, and poorer academic outcomes. In addition, many studies have shown that PSU is strongly related to social media use. Despite this, the relationships between PSU, as well as the frequency of social media use in lectures, and different approaches to learning have not been previously studied. In our study, we hypothesized that both PSU and the frequency of social media use in lectures are negatively correlated with a deep approach to learning (defined as learning for understanding) and positively correlated with a surface approach to learning (defined as superficial learning). The study participants were 415 Estonian university students aged 19–46 years (78.8% females; age M = 23.37, SD = 4.19); the effective sample comprised 405 participants aged 19–46 years (79.0% females; age M = 23.33, SD = 4.21). In addition to basic socio-demographics, participants were asked about the frequency of their social media use in lectures, and they filled out the Estonian Smartphone Addiction Proneness Scale and the Estonian Revised Study Process Questionnaire. Bivariate correlation analysis showed that PSU and the frequency of social media use in lectures were negatively correlated with a deep approach to learning and positively correlated with a surface approach to learning. Mediation analysis showed that social media use in lectures completely mediates the relationship between PSU and approaches to learning. These results indicate that the frequency of social media use in lectures might explain the relationships between poorer academic outcomes and PSU.
A deep approach to learning is essential for student academic achievement and several studies demonstrate a significant association between such an approach to learning and student academic performance. However, findings from some empirical studies in this domain are inconsistent and the main objective of this study was to determine the feasibility of application of the Biggs (2001) Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) for the diagnosis and monitoring of teacher-student approaches to learning. Also, the aim of this study was to examine the association of the different approaches to learning with student reading habits and literacy skills. The sample included 202 undergraduate teacher education students. The study found that both, male and female students at the year of study have similar deep and surface approaches to learning. This initial evaluation of the R-SPQ-2F indicates that the questionnaire has acceptable internal consistency and is a promising short instrument for the diagnosis of student teachers’ deep and surface approaches to learning. Results are discussed with reference to a procedure that combines qualitative and quantitative data to increase the diagnostic validity of student learning approaches. Based on the findings of this study, it seems that the R-SPQ-2F scale can be used as a reliable instrument that can help educators diagnose and encourage the development of student teacher approaches to learning, that is a significant contributing factor to their academic performance and teaching practice.
DOI: 10.5901/jesr.2017.v7n2p9
The focus of the present paper is on the contribution of the research in the student approaches to learning tradition. Several studies in this field have started from the assumption that students’ approaches to learning develop towards more deep approaches to learning in higher education. This paper reports on a systematic review of longitudinal research on how students’ approaches to learning develop during higher education. A total of 43 studies were included in the review. The results give an unclear picture of the development of approaches to learning and, thus, do not provide clear empirical evidence for the assumption that students develop towards more deep approaches during higher education. Neither methodological nor conceptual aspects of the studies investigated explained the ambiguity of the research results. Both theoretical and empirical implications for further research are discussed.
As smartphones increasingly pervade our daily lives, people are ever more interrupted by alerts and notifications. Using both correlational and experimental methods, we explored whether such interruptions might be causing inattention and hyperactivity—symptoms associated with Attention Deficit Hyperactivity Disorder (ADHD)—even in people not clinically diagnosed with ADHD. We recruited a sample of 221 participants from the general population. For one week, participants were assigned to maximize phone interruptions by keeping notification alerts on and their phones within their reach/sight. During another week, participants were assigned to minimize phone interruptions by keeping alerts off and their phones away. Participants reported higher levels of inattention and hyperactivity when alerts were on than when alerts were off. Higher levels of inattention in turn predicted lower productivity and psychological well- being. These findings highlight some of the costs of ubiquitous connectivity and suggest how people can reduce these costs simply by adjusting existing phone settings.
In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students' deep and surface approaches to learning, (2) whether and why these effects do differ across (a) the context of the learning environment (single vs. curriculum wide implementation), and (b) study quality. Studies were searched dealing with PBL and students' approaches to learning. Twenty-one studies were included. The results indicate that PBL does enhance deep learning with a small positive average effect size of .11 and a positive effect in eleven of the 21 studies. Four studies show a decrease in deep learning and six studies show no effect. PBL does not seem to have an effect on surface learning as indicated by a very small average effect size (.08) and eleven studies showing no increase in the surface approach. Six studies demonstrate a decrease and four an increase in surface learning. It is concluded that PBL does seem to enhance deep learning and has little effect on surface learning, although more longitudinal research using high quality measurement instruments is needed to support this conclusion with stronger evidence. Differences cannot be explained by the study quality but a curriculum wide implementation of PBL has a more positive impact on the deep approach (effect size .18) compared to an implementation within a single course (effect size of -.05). PBL is assumed to enhance active learning and students' intrinsic motivation, which enhances deep learning. A high perceived workload and assessment that is perceived as not rewarding deep learning are assumed to enhance surface learning.
It is well documented that interacting with a mobile phone is associated with poorer performance on concurrently performed tasks because limited attentional resources must be shared between tasks. However, mobile phones generate auditory or tactile notifications to alert users of incoming calls and messages. Although these notifications are generally short in duration, they can prompt task-irrelevant thoughts, or mind wandering, which has been shown to damage task performance. We found that cellular phone notifications alone significantly disrupted performance on an attention-demanding task, even when participants did not directly interact with a mobile device during the task. The magnitude of observed distraction effects was comparable in magnitude to those seen when users actively used a mobile phone, either for voice calls or text messaging. (PsycINFO Database Record
(c) 2015 APA, all rights reserved).
OPEN ACCESS: http://sgo.sagepub.com/content/5/1/2158244015573169
The cell phone is ever-present on college campuses and is frequently used in settings where learning occurs. This study assessed the relationship between cell phone use and actual college grade point average (GPA) after controlling for known predictors. As such, 536 undergraduate students from 82 self-reported majors at a large, public university were sampled. A hierarchical regression (R2 = .449) demonstrated that cell phone use was significantly (p < .001) and negatively (β = −.164) related to actual college GPA after controlling for demographic variables, self-efficacy for self-regulated learning, self-efficacy for academic achievement, and actual high school GPA, which were all significant predictors (p < .05). Thus, after controlling for other established predictors, increased cell phone use was associated with decreased academic performance. Although more research is needed to identify the underlying mechanisms, findings suggest a need to sensitize students and educators about the potential academic risks associated with high-frequency cell phone use.
Our research explores how interruptive notifications support task management in a desktop environment. We conducted two user studies with a community of open source software users and developers to explore their experience with interruptive notifications. We found that certain kinds of notifications support multitasking, task prioritization, task management, as well as influence task disruption management. We discuss how these behaviors affect the notification-task management user experience and offer design guidelines derived from these results to inform better design of systems that interrupt through notification.
Purpose
– The individual characteristics of students can have a strong influence on the success of the adopted innovations in terms of their transferability and sustainability. The purpose of this paper is to compare the motivations and approaches to learning on degrees with differing vocational components.
Design/methodology/approach
– Self-Determination Theory (SDT) and approaches to learning framework were used as theoretical background. Questionnaires were used to generate data. The sample was composed by 270 students enroled on differing degrees in term of motivation (accounting and nursing).
Findings
– The results reveal differences in the approaches to learning and motivation between nursing and accounting students. Nursing degree seem to attract more internally motivated students, presenting significantly higher scores in terms of deep approach and lower scores on surface approach. Significant relationships where found between motivation and approaches.
Research limitations/implications
– Data are obtained from students studying at a specific university in two degrees.
Practical implications
– The result suggest that different degrees could attract students with different motivations and approaches to learning. Educators must be aware of which type of students are being attracted to their classrooms, because the inconsistencies between the students’ motives and approaches, the way the contents are presented, the pedagogy and the assessment system could result in poorer learning and failure to transfer or sustain innovations.
Originality/value
– This paper adds to the very scarce literature linking motivation and approaches. The implications for curriculum design and delivery and specifically for assessment design are of interest for educators.
The authors looked at aspects of successful and problematic studying in terms of three different research traditions: students’ approaches to learning, self‐regulated learning and cognitive strategies. These frameworks have been widely applied when explaining university student learning. However, relations among different traditions have not been sufficiently looked at. In this study the authors explored the relations between learning approaches, regulation of learning and cognitive strategies. The subjects were students at the University of Helsinki who filled in the Task Booklet of Learning and the Strategy and Attribution Questionnaire. Their academic achievement was coded from university archives. It was found that approaches to learning, regulation of learning, and cognitive strategies were related to each other, and further, to study success.
Multivariate Imputation by Chained Equations (MICE) is the name of software for imputing incomplete multivariate data by Fully Conditional Speci cation (FCS). MICE V1.0 appeared in the year 2000 as an S-PLUS library, and in 2001 as an R package. MICE V1.0 introduced predictor selection, passive imputation and automatic pooling. This article presents MICE V2.0, which extends the functionality of MICE V1.0 in several ways. In MICE V2.0, the analysis of imputed data is made completely general, whereas the range of models under which pooling works is substantially extended. MICE V2.0 adds new functionality for imputing multilevel data, automatic predictor selection, data handling, post-processing imputed values, specialized pooling and model selection. Imputation of categorical data is improved in order to bypass problems caused by perfect prediction. Special attention to transformations, sum scores, indices and interactions using passive imputation, and to the proper setup of the predictor matrix. MICE V2.0 is freely available from CRAN as an R package mice. This article provides a hands-on, stepwise approach to using mice for solving incomplete data problems in real data.
This study examined the relationships between university students' Internet use and students' academic performance, interpersonal relationships, psychosocial adjustment, and self-evaluation. The study was based on data drawn from a national survey of college students in Taiwan. A stratified sample of 49,609 students (2005-2006 academic year juniors) was randomly selected from 156 universities (174,277 students). Students completed a questionnaire online. Heavy Internet users and nonheavy Internet users differed significantly on a number of dimensions. Nonheavy users had better relationships with administrative staff, academic grades, and learning satisfaction than heavy Internet users. Heavy users were more likely than non-heavy Internet users to be depressed, physically ill, lonely, and introverted.
Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theory has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs--competence, autonomy, and relatedness--which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy.
The Day Reconstruction Method (DRM) assesses how people spend their time and how they experience the various activities and settings of their lives, combining features of time-budget measurement and experience sampling. Participants systematically reconstruct their activities and experiences of the preceding day with procedures designed to reduce recall biases. The DRM's utility is shown by documenting close correspondences between the DRM reports of 909 employed women and established results from experience sampling. An analysis of the hedonic treadmill shows the DRM's potential for well-being research.
Download link at: http://sitemaker.umich.edu/norbert.schwarz/day_reconstruction_method__time_use____well-being
In university classrooms, the use of laptops or smartphones for purposes unrelated to the lecture is on the rise. Consequently, it is important to understand how frequently this behavior occurs, to track whether it increases throughout a lecture, and to quantify the potential costs to learning. In two studies, we measured rates of disengagement during lectures related to media use (i.e. media multitasking; Studies 1 & 2) and lecture-unrelated thoughts (i.e. mind wandering; Study 2). We also measured the impact of these behaviors on learning using quiz questions at the end of each lecture, and students’ actual course tests. In both Study 1 and 2, we found that rates of media multitasking were relatively high and increased as time elapsed in a lecture, while in Study 2, consistent with prior work, rates of mind wandering remained relatively stable. Interestingly, media multitasking - but not mind wandering - was associated with negative learning outcomes.
Background:
Problematic smartphone use (PSU) is associated with depression and anxiety symptom severity throughout the literature. However, many important psychopathology constructs have not been examined for associations with PSU severity. Worry and anger are two psychopathology constructs receiving little empirical scrutiny in relation to PSU, but theoretically should demonstrate significant relationships. Furthermore, few studies have used person-centered analyses, such as mixture modeling, to analyze possible latent subgroups of individuals based on PSU symptom ratings.
Method:
We conducted a web survey of 300 American college students, using the Smartphone Addiction Scale-Short Version, Penn State Worry Questionnaire-Abbreviated Version, and Dimensions of Anger Reactions-5 Scale.
Results:
Conducting mixture modeling using latent profile analysis, we found most support for a three-class model of latent groups of individuals based on their PSU item ratings. Adjusting for age and sex, worry and anger scores were significantly higher in the more severe PSU classes.
Discussion:
Results are discussed in the context of uses and gratifications theory, as well as compensatory internet use theory, in terms of individual differences explaining excessive technology use.
Limitations:
Limitations include the non-clinical nature of the sample.
Conclusions:
Worry and anger may be helpful constructs in understanding the phenomenology of PSU, and psychological interventions for worry and anger may offset PSU.
Education is an area where various information and communication technologies (ICT), including the Internet, can be applied. Students and teachers often make use of ICTs in order to seek out information online. Students make use of online platforms to complete their homework, and to communicate with one another. ICTs are also used by students and teachers to monitor and share school-related notifications. However, it is unclear how much ICT use is beneficial for academic performance. The aim of this paper is to determine how Internet use both within and outside of school correlates with academic performance. We used the Estonian sample from the Programme for International Student Assessment (PISA). The sample comprised 5586 15-year-old students, 49.3% of whom were boys. Participating students were administered tests to assess their cognitive abilities in math, functional reading, and natural sciences. Several other constructs, such as duration of ICT use within and outside of the school settings, were also surveyed. The results of the analyses showed that the optimal time for Internet use at school was up to 60 minutes per day. Using the Internet at school for a longer period showed a linear decreasing pattern for all of the cognitive ability tests. The use of the Internet for more than six hours per day started to show a negative impact on academic performance. Our results also suggest that negative effects of excessive Internet use (at school for more than 60 minutes per day) on academic outcomes are apparent even when controlling for students’ socio-economic status and gender. Possible explanations for these results are discussed.
Two experiments were conducted to investigate the role of multitasking, physical setting and electroencephalography use on retention and cognitive load among undergraduate students in a computer supported learning environment. In the first experiment 129 subjects were assigned randomly to three multitasking scenarios while studying a biology video: Concurrent multitasking (n = 42), sequential multitasking (n = 44) and control/no multitasking (n = 43). While some subjects studied the material in a library room (n = 63) others (n = 66) studied in a cafeteria. Working memory, retention, subjective cognitive load, perceived mental effort and objective cognitive load (i.e., EEG) were measured. Findings revealed significant retention loss among concurrent multitaskers, whose perceived mental effort increased in cafeteria. Perceived mental effort correlated with the beta frequency (F7) of the frontal lobe. In the second experiment the influence of using EEG headsets was checked. Therefore, 60 new subjects were exposed to same interventions in a computer laboratory without EEG headsets. Retention and cognitive load measures were similar to Experiment 1. Retention of the content during online messaging was significantly worse. Working memory components and perceived mental effort correlated with retention in both experiments, whereas subjective cognitive load did not.
Purpose
Although the mobile phone has been conspicuously proliferated in the past decades, little is known about its influence; especially its effect on student learning and academic performance. Although there is a growing interest in mobile devices and their correlates and consequences for children, effects vary across related studies and the magnitude of the overall effect remains unclear. The purpose of this study is to further examine any relationships that may exist between mobile phone use and educational achievement.
Research design
A meta-analysis of research conducted on the relationship between mobile phone use and student educational outcomes over a 10-year period (2008–2017) was conducted. The operational definition of cell phone use to guide the implementation of this study is: any measure of mobile phone use, whether considered normative or problematic, that quantifies the extent to which a person uses a phone, feels an emotional or other dependence on a phone, or categorizes the types of uses and situations in which use occurs. Studies examining use for the express purpose of educational improvement are not included, as the aim of this study is to ascertain the effects of normal smartphone use. The operational definition of academic achievement to guide the implementation of this study is: any measure that quantifies the extent to which a student or group of students is performing or feels he or she is performing to a satisfactory level, including but not limited to letter grades and test scores, knowledge and skill acquisition, and self-reported measures of academic ability or difficulty.
Findings
The overall meta-analysis indicated that the average effect of mobile phone usage on student outcomes was r = −0.162 with a 95% confident interval of −0.196 to −0.128. The effect sizes of moderator variables (education level, region, study type, and whether the effect size was derived from a Beta coefficient, and mobile phone use construct) were analyzed. The results of this study and their implications for both research and practice are discussed.
with psychopathology-related and technology use measures. We carried out an internet-based survey with 296
undergraduate participants and administered self-report questionnaires of FOMO, frequency and type of
smartphone use, problematic smartphone use (PSU), and scales of negative affectivity including depression,
anxiety, stress, proneness to boredom, and rumination. The results demonstrated that FOMO was related to
demographic characteristics (age, sex, race, and relationship status) but with small effect sizes. FOMO was
related to all measures of negative affectivity, social use of a smartphone, as well as the severity of PSU. Tests of
mediation indicated that each negative affectivity construct mediated the relationship between FOMO and PSU
severity, and only rumination mediated relations between FOMO and smartphone use frequency. When reversing
the predictor and mediating variables, FOMO mediated relations between negative affectivity and PSU
severity. Finally, results demonstrated some support for a single-factor latent construct for FOMO, but male and
female participants had a different pattern of factor loadings. Negative affectivity may be a key mechanism by
which FOMO may drive PSU, but future research should clarify the directionality among these variables. Genderrelated
social connectedness differences characterize FOMO.
Problematic smartphone use is an emerging issue in behavioral addiction research. At the same time, measuring smartphone use with mobile apps has become increasingly common. However, understanding how much data are necessary requires careful consideration if the field is to move forward. Here, we examine how much time should be spent measuring mobile phone operation to reliably infer general patterns of usage and repetitive checking behaviors. In a second analysis, we consider whether a self-report measure of problematic smartphone use is associated with real-time patterns of use. Results suggest that smartphone usage collected for a minimum of 5 days will reflect typical weekly usage (in hours), but habitual checking behaviors (uses lasting <15 seconds) can be reliably inferred within 2 days. These measurements did not reliably correlate with a self-reported measure. We conclude that patterns of smartphone use are repetitive and our results suggest that checking behavior is a particularly consistent and efficient measure when quantifying typical and problematic smartphone usage.
This paper makes use of an experiment to test the relationship between the actual average time students spend using their smartphones per day and academic performance. Differently from previous studies that rely on self-reporting mobile phone usage data, which tends to significantly underestimate the time spent by students at their phones, we employed Apps (namely ‘Moment’ and ‘App Usage Tracker’) to effectively measure actual usage. Collecting data from 43 students at Fundação Getúlio Vargas (FGV), a business school from São Paulo, Brazil, our analysis yielded a significant negative relationship between total time spent using smartphones and academic performance, after controlling for known predictors of performance such as self-efficacy and past academic results. Each 100 min spent using the device on average per day corresponded to a reduction in a student's position at the school's ranking of 6.3 points, in a range from 0 to nearly 100. Moreover, if we consider usage during class time only (as opposed to during free time and weekends), the effect was almost twice as high. The magnitude of the effect found is alarming. Thus, this study brings new evidence of the potential harm of excessive smartphone use and should be useful for educators and other academic stakeholders interested in the subject of the impact of technology on students' performance.
Smartphones have become an indispensable part of everyday life. By this time, push notifications are at the core of many apps, proactively pushing new content to users. These notifications may raise awareness, but also have the downside of being disruptive. In this paper we present a laboratory study investigating users' attitudes towards notifications and how they deal with notification settings on their smartphones. Permission requests for sending push notifications on iOS don't inform the user about the nature of notifications of this app, leaving the user to make a rather uninformed choice on whether to accept or deny. We show that requests including explanations are significantly more likely to be accepted. Our results further indicate that apart from being disruptive, notifications may create stress due to information overload. Notification settings, once assigned a preset, are rarely changed, although not necessarily matching the favored one.
This study aimed to verify whether achieving a distinctive academic performance is unlikely for students at high risk of smartphone addiction. Additionally, it verified whether this phenomenon was equally applicable to male and female students. After implementing systematic random sampling, 293 university students participated by completing an online survey questionnaire posted on the university’s student information system. The survey questionnaire collected demographic information and responses to the Smartphone Addiction Scale-Short Version (SAS-SV) items. The results showed that male and female university students were equally susceptible to smartphone addiction. Additionally, male and female university students were equal in achieving cumulative GPAs with distinction or higher within the same levels of smartphone addiction. Furthermore, undergraduate students who were at a high risk of smartphone addiction were less likely to achieve cumulative GPAs of distinction or higher.
Deep learning is a key strategy by which students extract meaning and understanding from course materials and experiences. Because of the range and interconnectedness of environmental, social and economic issues, and the importance of interdisciplinary thinking and holistic insight, deep learning is particularly relevant in the context of education for sustainability. However, deep learning can be inhibited if the existing interests or backgrounds of students have a strong disciplinary focus. This paper reviews factors that influence deep learning and discusses some ways in which environmental educators can encourage students to use deep learning strategies. Such strategies are seen to be necessary to maximise the benefits from environmental courses and are likely to foster creative interdisciplinary approaches to sustainability beyond the institution.
The concerns about the consequences of mental problems related to use of social media among university students have recently raised consciousness about a relatively new phenomenon termed Fear of Missing Out (FoMO). Drawing on the self-determination theory and on the assumption that low levels of basic need satisfaction may relate to FoMO and social media engagement, the aim of the present research was to examine for the first time possible links between FoMO, social media engagement, and three motivational constructs: Intrinsic, extrinsic and amotivation for learning. Data were gathered from 296 undergraduate students by using the following scales: Social Media Engagement (SME), Fear of Missing Out (FoMOs) and Academic Motivation. The SME is a new scale, specifically designed for this study to measure the extent to which students used social media in the classroom. This scale includes three categories: Social engagement, news information engagement and commercial information engagement. Path analysis results indicated that the positive links between social media engagement and two motivational factors: Extrinsic and amotivation for learning are more likely to be mediated by FoMO. Interpretation of these results, their congruence within the context of the theoretical frameworks and practical implications are discussed.
This study compared diagonal weighted least squares robust estimation techniques available in 2 popular statistical programs: diagonal weighted least squares (DWLS; LISREL version 8.80) and weighted least squares-mean (WLSM) and weighted least squares-mean and variance adjusted (WLSMV; Mplus version 6.11). A 20-item confirmatory factor analysis was estimated using item-level ordered categorical data. Three different nonnormality conditions were applied to 2-to 7-category data with sample sizes of 200, 400, and 800. Convergence problems were seen with nonnormal data when DWLS was used with few categories. Both DWLS and WLSMV produced accurate parameter estimates; however, bias in standard errors of parameter estimates was extreme for select conditions when nonnormal data were present. The robust estimators generally reported acceptable model-data fit, unless few categories were used with nonnormal data at smaller sample sizes; WLSMV yielded better fit than WLSM for most indices.
