Title : Academic adjustment, Emotional Intelligence, and Fear of Missing out among undergraduate students
Abstract:
Introduction: Fear of missing out (FoMo) is the tendency of individuals to remain connected and updated with what others behave and think, during their academic life, students may find themselves disconnected from real social interactions, and wish of a unique platform of social support. Thus, this study has been conceptualized to investigate the relationship between fear of missing out (FoMo), academic adjustment (AD), and emotional intelligence (EI)
Methods: The study utilized a descriptive correlational and cross-sectional study design. The total sample was 339 based on defined inclusion criteria. We used a self-report instrument as a tool measurement to investigate the extents of the research phenomena, and it consists of three major sections: The Fear of Missing out a Questionnaire, Emotional Intelligence Questionnaire, and Academic Adjustment Scale.
Results: The mean age of the participants was 21.5 years. The majority of them were single (93.5%), lived out-campus (56%), in their fifth academic year (33.9%), have a B grade on GPA (48.1%). The participants exhibited a moderate level of Fomo, AD, and EI. However, EI and AD were significantly higher in students who are experiencing a high level of fear of missing out.
Discussion: Our study indicated a moderate level of Fomo, AD, and EI among undergraduate students. We found that EI and AD were significantly higher in students who are experiencing a high level of fear of missing out.
Conclusion: Students should find a way to control the technology so that it can be utilized effectively for the right purposes.
