Asset Details
Do you wish to reserve the book?
Loneliness and academic performance mediates the relationship between fear of missing out and smartphone addiction among Iranian university students
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Loneliness and academic performance mediates the relationship between fear of missing out and smartphone addiction among Iranian university students
Do you wish to request the book?
Loneliness and academic performance mediates the relationship between fear of missing out and smartphone addiction among Iranian university students
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Loneliness and academic performance mediates the relationship between fear of missing out and smartphone addiction among Iranian university students
2022
Overview
Background
Fear of missing out (FoMO) can increase loneliness and smartphone addiction and decrease academic performance in university students. Most studies investigated the relationship between FoMO and smartphone addiction in developed countries, and no studies were found to examine this association in Iran. The mediating role of loneliness and academic performance in the relationship between FoMO and smartphone addiction is unclear. This study investigated the relationship between FoMO and smartphone addiction and the mediating role of loneliness and academic performance in this relationship in Iranian university students.
Methods
In this cross-sectional study, 447 students from Urmia University of Medical Sciences were investigated. Data were collected using demographic questionnaires, Przybylski's FoMO scale, Pham and Taylor's academic performance questionnaire, Russell's loneliness scale, and Kwon's smartphone addiction scale. Data were analyzed using SPSS ver. 23 and SmartPLS ver. 2.
Results
FoMO had a positive and direct association with smartphone addiction (β = 0.315, t-value = 5.152,
p
< 0.01). FoMO also had a positive and direct association with students’ loneliness (β = 0.432, t-value = 9.059,
p
< 0.01) and a negative and direct association with students' academic performance (β = -0.2602, t-value = 4.201,
p
< 0.01). FoMO indirectly associated with smartphone addiction through students' loneliness (β = 0.311, t-value = 5.075,
p
< 0.01), but academic performance was not mediator of smartphone addiction (β = 0.110, t-value = 1.807,
p
> 0.05). FoMO also indirectly correlated with academic performance through students' loneliness (β =—0.368, t-value = 6.377,
p
< 0.01).
Conclusions
FoMO can be positively associated with students' smartphone addiction, and loneliness is an important mediator of this association. Since smartphone addiction could harm students' academic performance, thus, healthcare administrators should reduce students' loneliness and improve their academic performance by adopting practical strategies to help students to manage their time and control their smartphone use. Holding self-management skills classes, keeping students on schedule, turning off smartphone notifications, encouraging students to engage in sports, and participating in group and family activities will help manage FoMO and loneliness.
