Fear of Missing Out and Academic Motivation: Mediating Role of Social Media Engagement Among Undergraduate Students.

Purpose – Recently, the emphasis and effect of modern technologies, digital distractions, and social media have been claimed. Therefore, the Academic performance at the higher education level is considered a key for decision-making in our competitive working society. It has been linked to students’ demographic background, college environment, and student outcomes measured by knowledge, skills, attitudes, and behaviors. Furthermore, students’ academic performance is measured by their total grade point average. Several factors that might influence students’ academic performance (as measured by the total GPA) include their level of satisfaction, skills and competencies, lifestyle, learning environment, study skills, study habits, sleeping habits, study motivation, and alienation from the social environment. Additionally, they have negative consequences for psychological and mental health conditions, including compulsive behaviors, techno stress, addictive behaviors, nomophobia, and the fear of missing out.

Design/ Methodology/ Approach – In this study, the data for academic motivation and social media engagement were collected from 150 undergraduate students using the Student Course Engagement Questionnaire (SCEQ), which are self-reported instruments.

Findings – FOMO will be considered as one of the factors that might affect students’ reactions, responses, and behaviors. The findings suggest that FOMO plays a significant role in shaping students’ engagement with social media, which in turn affects their academic motivation.

Originality Value – The study aims to examine the mediating impact of social media engagement on the relationship between FOMO and academic motivation of undergraduate students.