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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.

SUBMITTER: Qutishat M

PROVIDER: S-EPMC7511038 | biostudies-literature | 2020 Sep

REPOSITORIES: biostudies-literature

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Project description:A review of the scientific literature shows that many studies have analyzed the relationship between academic achievement and different psychological constructs, such as self-concept, personality, and emotional intelligence. The present work has two main objectives. First, to analyze the academic achievement, as well as the self-concept, personality and emotional intelligence, according to gender and cultural origin of the participants (European vs. Amazigh). Secondly, to identify what dimensions of self-concept, personality and emotional intelligence predict academic achievement. For this, a final sample consisting of 407 students enrolled in the last 2 years of Primary Education were utilized for the study. By gender, 192 were boys (47.2%) and 215 girls (52.8%), with an average age of 10.74 years old. By cultural group, 142 were of European origin (34.9%) and 265 of Amazigh origin (65.1%). The academic achievements were evaluated from the grades obtained in three school subjects: Natural Sciences, Spanish Language and Literature, and Mathematics, and the instruments used for data collection of the psychological constructs analyzed were the Self-Concept Test-Form 5, the Short-Form Big Five Questionnaire for Children, and the BarOn Emotional Quotient Inventory: Youth Version-Short. Based on the objectives set, first, the grades in the subject of Spanish Language and Literature varied depending on the gender of the students. Likewise, differences were found in self-concept, personality, and emotional intelligence according to gender. Also, the physical self-concept varied according to the cultural group. Regarding the second objective, in the predictive analysis for each of the subjects of the curriculum of Primary Education, the academic self-concept showed a greater predictive value. However, so did other dimensions of self-concept, personality and emotional intelligence. The need to carry out a comprehensive education in schools that addresses the promotion of not only academic but also personal and social competences is discussed. Also, that the study of the variables that affect gender differences must be deepened.

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

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