TY - JOUR
T1 - Academic Adjustment, Emotional Intelligence, and Fear of Missing Out among Undergraduate Students: A Descriptive Correlational Study
T2 - A descriptive correlational study
AU - Ed Ghalib Mosa Qutishat, Mohamm
N1 - Publisher Copyright:
© 2020, Oman Medical Specialty Board. All rights reserved.
PY - 2020
Y1 - 2020
N2 - 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.
AB - 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.
KW - Academic adjustment
KW - Fear of missing out
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U2 - 10.5001/omj.2020.116
DO - 10.5001/omj.2020.116
M3 - Article
SN - 1999-768X
VL - 35
SP - 1
EP - 7
JO - Oman Medical Journal
JF - Oman Medical Journal
IS - 5
M1 - e174
ER -