Academic Adjustment, Emotional Intelligence, and Fear of Missing Out among Undergraduate Students: A Descriptive Correlational Study

Abstract

Objectives: 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). Methods: 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. Results: 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. Conclusions: 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.

Keywords

• self report
• emotional intelligence
• social support
• surveys and questionnaires
• emotional adjustment
• students