Qutishat Mohammed Ghalib Mosa
Community and Mental Health Department, Sultan Qaboos University, Muscat, Oman.
Oman Med J. 2020 Sep 23;35(5):e174. doi: 10.5001/omj.2020.116. eCollection 2020 Sep.
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 for a unique platform of social support. This study aimed to investigate the relationship between FOMO, academic adjustment (AD), and emotional intelligence (EI).
The study adopted a descriptive correlational design. The total sample size was 339 based on defined inclusion criteria. The questionnaires were distributed over one month during the 2019 summer semester by the research team at the Sultan Qaboos University colleges. The study used a self-reported instrument as a measurement tool to investigate the extents of the research phenomena, consisting of three major sections: the FOMO Questionnaire, EI Questionnaire, and the AD Scale.
The mean age of the participants was 21.5 years. The majority were single (93.5%), lived off-campus (56.0%), in their fifth academic year (33.9%), and had a GPA grade B (48.1%). The participants displayed mild FOMO, AD, and EI rates. The findings demonstrated significant gender differences between research participants in FOMO and EI. They also showed substantial experiences of FOMO among different living arrangements. This study also postulated that EI and AD in students who are feeling a high degree of FOMO were substantially higher.
Further researches and strategies should be developed to help students control the technology they use so they can be utilized effectively for the right purposes.
错失恐惧（FOMO）是个体倾向于与他人的行为和想法保持联系并了解最新情况。在学术生涯中，学生可能会发现自己与真实的社交互动脱节，并渴望有一个独特的社会支持平台。本研究旨在调查错失恐惧、学业适应（AD）和情商（EI）之间的关系。
本研究采用描述性相关设计。根据既定的纳入标准，总样本量为339。问卷由苏丹卡布斯大学各学院的研究团队在2019年夏季学期的一个月内分发。该研究使用自我报告工具作为测量手段来调查研究现象的程度，包括三个主要部分：错失恐惧问卷、情商问卷和学业适应量表。
参与者的平均年龄为21.5岁。大多数人单身（93.5%），住在校外（56.0%），处于第五学年（33.9%），平均绩点为B（48.1%）。参与者表现出轻度的错失恐惧、学业适应和情商水平。研究结果表明，研究参与者在错失恐惧和情商方面存在显著的性别差异。不同生活安排的参与者中也存在大量的错失恐惧体验。本研究还假设，高度体验错失恐惧的学生的情商和学业适应水平显著更高。
应开展进一步的研究并制定相应策略，以帮助学生控制他们使用的技术，从而能将其有效地用于正确目的。
