The Relationship Between Fear of Missing Out (FoMO) Levels and Cyberloafing Behaviour of Teachers

Abstract

The purpose of this research was to investigate the relationship between teachers’ fear of missing out (FoMO) levels and their cyberloafing behaviour and to reveal whether teachers’ FoMO and their cyberloafing behaviour differ according to their gender. The sample of the research consisted of 702 secondary school teachers working in state schools within the borders of Istanbul in 2019-2020 education year. According to the research, it was identified that the level of teachers’ FoMO levels and cyberloafing behaviours were moderate. It was detected that teachers’ FoMO levels differed significantly according to gender. With this result, male teachers’ FoMO levels were higher than female teachers’ FoMO levels. Similarly, it was observed that there was a significant difference between teachers’ cyberloafing behaviour and gender. According to this result, it was found that male teachers’ mean score of cyberloafing behaviour was higher than female teachers’ mean score of cyberloafing behaviour in all sub-scales. In addition, a positive significant relationship between teachers’ FoMO and their cyberloafing behaviour was observed.

The effect of cyberloafing behaviors on smartphone addiction in university students: The mediating role of fear of missing out

“…The third finding of the study found a positive correlation between cyberloafing and FoMO. The literature contains similar studies, which reveal significantly positive correlations between cyberloafing and FoMO (Gullu & Serin, 2020;Tozkoparan & Kuzu, 2019). In addition to these studies, Senel et al (2019) applied the Cyberloafing Behavior Scale to 124 university students and asked why they showed these behaviors.…”

“…The conclusion of this study points to FoMO in terms of the "Curiosity" subdimension. One study including 702 teachers examined the existence of the relationship between FoMO and cyberloafing and it found a highly significantly positive relationship between FoMO and cyberloafing (Gullu & Serin, 2020). In another study conducted among 141 teacher candidates, a significant correlation between the FoMO levels of teacher candidates and their cyberloafing behaviors was established and it was found that FoMO was a significant precursor to cyberloafing behavior in terms of socialization.…”

Akademi̇de Geli̇şmeleri̇ Kaçirma Korkusu İle Performans Arasindaki̇ İli̇şki̇de Sanal Kaytarmanin Araci Rolü

“…Öğrencilerin FomO davranışları ile sanal kaytarma davranışları arasındaki ilişkiyi inceleyen iki çalışmada (Tozkoparan & Kuzu, 2019;Ergin & Karataş, 2022) ilişki düzeyinin pozitif ve anlamlı çıktığı ifade edilmiştir. Benzer şekilde örneklem olarak öğretmenleri temel alan ve aynı ilişkiselliği inceleyen Güllü & Serin (2020)'in çalışmasında da pozitif ve anlamlı bir ilişki tespit edilmiştir. Fakat FoMO ile akademik performans algısında olduğu gibi literatürde akademisyenler özelinde FoMO davranışı ve sanal kaytarma davranışı ilişkisini inceleyen herhangi bir çalışmaya rastlanılmamıştır.…”

Error management culture in schools and its relationship with teachers psychological withdrawal behaviors

“…As a result, teachers may consciously or unintentionally engage in psychological withdrawal behaviors such as dealing with personal affairs at school, cyberloafing, silence, and slacking. What's more fearing of missing out has also teachers withdraw from work by cyberloafing (Gullu & Serin, 2020). In short, this situation may have a detrimental impact on the effectiveness of the school and teacher performance.…”