Students' Social Media Engagement and Fear of Missing out (FoMO) in a Diverse Classroom

Autor/in	Alt, Dorit
Titel	Students' Social Media Engagement and Fear of Missing out (FoMO) in a Diverse Classroom
Quelle	In: Journal of Computing in Higher Education, 29 (2017) 2, S.388-410 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-017-9149-x
Schlagwörter	Undergraduate Students; Social Media; Use Studies; Student Attitudes; Fear; Attention; Social Life; Mixed Methods Research; Lecture Method; Minority Group Students; Structural Equation Models; Correlation; Semi Structured Interviews; Barriers; Language Minorities; Learner Engagement; Help Seeking + Suchen Sie Ihr Suchwort? Soziale Medien; Benutzerschulung; Schülerverhalten; Furcht; Aufmerksamkeit; Soziales Leben; Korrelation; Sprachminderheit; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten
Abstract	With the growing attention paid to fear of missing out (FoMO) psychological phenomenon in explaining social media engagement (SME), this mixed-method research measured the relative impact of FoMO on students' SME for personal reasons during lectures. The moderating effect of culture (minority vs. non-minority students) on the connection between FoMO and SME was also considered. Quantitative data were gathered from 279-undergraduate students. The structural equation modeling results showed a positive moderate connection between the FoMO and SME variables. The bootstrapping result showed a significant indirect effect between the minority group of students and SME through increased levels of FoMO. A sequential explanatory strategy was used to refine and interpret the quantitative results. Accordingly, qualitative data were gathered by using semi-structured interviews to assist in explaining the findings of the quantitative phase. The qualitative data suggested several explanations for students' distractive behavior enabled by technology during class. The main recurrent theme was the frequently used instructional activities based on the teacher-centered pedagogical approach. This approach imposed greater challenges for minority students as they tend to grapple with a host of language barriers. These students reported using social media tools to seek help from friends during lectures and feared missing out a useful assistance. Another finding showed that mainly non-minority students who experienced FoMO admitted using social media during lessons regardless of the teaching method implemented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01