Fear of missing out (FoMO) among undergraduate students in relation to attention distraction and learning disengagement in lectures

Al-Furaih, Suad Abdul Aziz; Al-Awidi, Hamed Mubarak

doi:10.1007/s10639-020-10361-7

Cited by 37 publications

(13 citation statements)

References 53 publications

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“…The fear of missing out among students at Kuwait University is high and affects the distraction of attention and absence from learning activities. This study also reveals no significant relationship between FoMo and student academic background (Al-Furaih & Al-Awidi, 2020). Another study conducted in Bosnia and Herzegovina by Tomczyk and Selmanagic-Lizde (2018) showed that 30% of young internet users in Bosnia and Herzegovina are at risk of developing FoMO.…”

Section: Introductionmentioning

confidence: 50%

Validation and psychometric properties of the Indonesian version of the Fear of Missing Out Scale in adolescents

Kaloeti

Tahamata

2021

Psicol. Refl. Crít.

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Background This study’s main purpose was to examine the psychometric properties of FoMOs’ adaptation among the Indonesian adolescents’ population. The second aim was to investigate the concurrent validity of the Indonesian version to provide evidence for the validity. Also, FoMOs’ difference level between demographic variance analyses was performed. Method The study involved a cross-sectional online survey design with 638 Indonesian adolescents aged 16–24 (M = 19.08, SD = 14.70). FoMO was measured by a 16-item that has been modified from the original 10-item. Exploratory and confirmatory factor analyses were carried out to study its scores’ evidence of structural validity. Besides, to study its scores’ evidence of convergent, discriminant, and predictive validity concerning other variables such as stress, anxiety, and depression (Depression and Anxiety Stress Scale-21), and general health condition (General Health Questionnaire Scale-12), correlation analyses were conducted. To study the sensitivity, we assessed the effect of sociodemographic and social media use on the scale’s ability to identify the population’s risk to the FoMO by conducting analyses of variance. The Cronbach alpha values (α = .93) indicated that internal consistency of the scale was at an adequate level. Results Exploratory factorial analyses revealed adequate adjustment for the new version of the scale showing the three factorial structures. Confirmatory factor analyses showed that the 12-item of Indonesian FoMO had a good fit (χ2/df = 289.324/51; goodness-of-fit index (GFI) = 0.928; RMSEA = 0.086; comparative fit index (CFI) = 0.915; normed fit index (NFI) = 0.899; parsimony normed fit index (PNFI) = .695; Tucker–Lewis index (TLI) = 0.890). Conclusion This study has shown that the modified 12-item Fear of Missing Out Scale is a valid and reliable instrument for Indonesian adolescents. It showed that the Indonesian version of Fear of Missing Out Scale has adequate psychometric properties to measure Indonesian adolescents’ online behavior.

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Section: Introductionmentioning

confidence: 50%

Validation and psychometric properties of the Indonesian version of the Fear of Missing Out Scale in adolescents

Kaloeti

Tahamata

2021

Psicol. Refl. Crít.

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“…Indeed, studies among older samples showed that those scoring high on FoMO experience more social media-related distractions in a variety of contexts, for instance while studying (Al-Furaih & Al-Awidi, 2021;Przybylski et al, 2013), in traffic (Appel et al, 2019;Przybylski et al, 2013), in social situations (Chotpitayasunondh & Douglas, 2016;Franchina et al, 2018;Schneider & Hitzfeld, 2019), and from daily ongoing activities (Milyavskaya et al, 2018;Rozgonjuk et al, 2019). Therefore, we hypothesize: H1: Adolescents who have higher levels of FoMO experience more social mediarelated distraction than adolescents with lower levels of FoMO.…”

Section: Fear Of Missing Out (Fomo)mentioning

confidence: 96%

Explaining variation in adolescents' social media-related distraction: The role of social connectivity and disconnectivity factors

Siebers¹,

Beyens²,

Pouwels³

et al. 2021

Preprint

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Social media are often believed to challenge adolescents’ ability to focus and sustain 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. The current study investigated two social connectivity factors (fear of missing out [FoMO] and friendship accessibility expectations) and two disconnectivity factors (self-control strategies and parental control strategies) that may explain differences in social media-related distraction. Using a three-week experience sampling study (N = 300; 21,970 within-person assessments), we found that the vast majority of adolescents (77%) experienced social media-related distraction. Contrary to expectations, none of the connectivity and disconnectivity factors explained differences in social media-related distraction. However, adolescents with high FoMO and friendship accessibility expectations spent more time using social media and were more distracted. Conversely, adolescents who more often used self-control strategies were less distracted. Altogether, the findings indicate that social media are a powerful distractor most adolescents seem to struggle with.

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“…Initially, people simply checked social media applications to avoid missing out on messages. But, with the development of social media and short video applications, nowadays, people are constantly worrying about missing out on important news, which leads them to a positive association with internet use and poorer performance on task [129,130]. So, people use digital devices more frequently and spend more time on social media applications like Twitter and TikTok, which inevitably interrupt them from their current tasks [131].…”

Section: Other Distractionsmentioning

confidence: 99%

Comprehensively Summarizing What Distracts Students from Online Learning: A Literature Review

Wang

2022

Human Behavior and Emerging Technologies

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As online learning becomes an indispensable component of the current education system, students benefit from the advantages of online education. At the same time, students are also facing more challenges during online learning. Multitasking, mind-wandering, and using digital devices are the extensively discussed types of distractions that detriment students’ learning performance by impairing their focused attention. However, the consensus on the definition of distraction and what represents distraction during online learning are still lacking. This literature review develops a comprehensive definition of distraction, summarizes three main types of distraction (multitasking, mind-wandering, and using digital devices), and proposes two new types of distraction (unexpected interruption and consistent interference). Since the detrimental effects of distraction on online learning are salient, more explorations on helping students to resist distractions and maintain focused attention are imperative for future studies.

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Fear of missing out (FoMO) among undergraduate students in relation to attention distraction and learning disengagement in lectures

Cited by 37 publications

References 53 publications

Validation and psychometric properties of the Indonesian version of the Fear of Missing Out Scale in adolescents

Validation and psychometric properties of the Indonesian version of the Fear of Missing Out Scale in adolescents

Explaining variation in adolescents' social media-related distraction: The role of social connectivity and disconnectivity factors

Comprehensively Summarizing What Distracts Students from Online Learning: A Literature Review

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