Fear of Missing Out (FOMO) and Its Relationship to Epistemic Curiosity Among University Students
DOI:
https://doi.org/10.52839/0111-000-091-004Keywords:
FOMO, Epistemic curiosity, University studentsAbstract
The aim of the current research was to identify the level of Fear of Missing Out (FOMO) and epistemic curiosity among university students, to examine the differences in both variables according to gender and academic specialization, as well as to determine the nature of the correlational relationship between them. To achieve the research objectives, the researchers adopted the descriptive correlational approach, given its suitability to the nature and aims of the study. The statistical analysis sample consisted of (299) male and female students, while the final application sample comprised (400) male and female students from the University of Anbar, selected using stratified random sampling. For the purpose of achieving the research objectives, the researchers constructed a Fear of Missing Out (FOMO) scale. The final version of the scale consisted of (18) items distributed across two dimensions, and it underwent validity and reliability procedures to ensure its suitability for application. Additionally, the epistemic curiosity scale by Al-Samidaie (2025), consisting of (30) items distributed across three dimensions, was adopted after verifying its psychometric properties and suitability for the research sample. After statistically analyzing the data, the results showed that university students exhibit a high level of Fear of Missing Out and epistemic curiosity. The results also revealed no statistically significant differences in FOMO or epistemic curiosity according to gender. However, differences emerged according to academic specialization in FOMO, favoring students in scientific disciplines, while statistically significant differences in epistemic curiosity according to academic specialization favored students in humanities disciplines. Furthermore, the results indicated a statistically significant positive correlation between FOMO and epistemic curiosity among university students. It can be concluded that the nature of university students' relationship with social media is no longer superficial or purely consumptive; rather, it extends to shape complex cognitive and emotional patterns, wherein FOMO rises alongside epistemic curiosity. This clearly suggests that, in the context of digitalization, epistemic curiosity may transform into a dual-effect driver: on one hand, it fuels the desire for exploration and learning, and on the other hand, it may lead to a chronic sense of anxiety over informational and social loss. The researchers also conclude that FOMO is not merely a negative phenomenon; it may have a positive dimension when associated with epistemic curiosity, thereby opening the door for reconsidering the concept of FOMO in academic and educational contexts. In light of the findings, the research offers a number of recommendations and suggestions.
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