Fear of missing out (FOMO) is associated with activation of the right middle temporal gyrus during inclusion social cue

Aim of this research was to investigate the neurobiological correlates of fear of missing out in response to the social exclusion and social inclusion cue.Fear of Missing Out scale (FOMOs), Social Media Engagement Questionnaire (SMEQ), and Attachment Style Questionnaire (ASQ) were administered to twenty-six healthy participants. Afterward, EEG activity was acquired during a visual task showing exclusion and inclusion social images.Event Related Potentials (ERP) and sLoreta analyses were performed.In the ERP analyses the main effect of condition was found in temporo-parietal and frontal montages. sLoreta analyses showed a greater intensity of the left secondary somatosensory cortex (BA7) in inclusion compared with exclusion condition and a greater intensity of left temporal-parietal junction (BA41, BA42, BA43) and left prefrontal cortex (BA47) in exclusion versus inclusion condition. Moreover, the main finding of correlations analyses was that the FOMOs score was positively correlated with ASQ-need for approval and with right middle temporal gyrus (BA21) only during inclusion condition.Findings sustain that fear of missing out is associated to a greater sensitivity towards social inclusive experiences rather than social exclusion and with need of belong.     

College students’ academic motivation,media engagement and fear of missing out

The concerns about the consequences of mental problems related to use of social media among university students have recently raised consciousness about a relatively new phenomenon termed Fear of Missing Out (FoMO). Drawing on the self-determination theory and on the assumption that low levels of basic need satisfaction may relate to FoMO and social media engagement, the aim of the present research was to examine for the first time possible links between FoMO, social media engagement, and three motivational constructs: Intrinsic, extrinsic and amotivation for learning. Data were gathered from 296 undergraduate students by using the following scales: Social Media Engagement (SME), Fear of Missing Out (FoMOs) and Academic Motivation. The SME is a new scale, specifically designed for this study to measure the extent to which students used social media in the classroom. This scale includes three categories: Social engagement, news information engagement and commercial information engagement. Path analysis results indicated that the positive links between social media engagement and two motivational factors: Extrinsic and amotivation for learning are more likely to be mediated by FoMO. Interpretation of these results, their congruence within the context of the theoretical frameworks and practical implications are discussed.     

Using multidimensional scaling and PLS-SEM to assess the relationships between personality traits,problematic internet use,and fear of missing out

ABSTRACT

Informed by the Compensatory Internet Use theory, this study was aimed at revealing possible links between adults’ personality traits, Fear of Missing Out (FoMO), and Problematic Internet Use (PIU). Given the exploratory nature of this study, two statistical techniques were used: Smallest Space Analysis (SSA, a variant of multidimensional scaling), and Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were gathered from 359 adults, by three questionnaires: Fear of Missing Out scale (FoMOs), Short Problematic Internet Use Test (SPIUT), and the Big Five personality trait questionnaire. The SSA results yielded a radex projection. The projection has confirmed the five-factorial theoretical structure of the Big Five personality traits. In the SSA projection, the PIU was found in the extraversion area, the FoMO in the neuroticism area, and both PIU and FoMO factors were in close proximity to each other. Based on the SSA map and the theoretical framework, PLS-SEM was deployed to discover possible links between the research factors. According to the results, the FoMO variable had a mediating role, linking neuroticism to PIU. Limitations, conclusions, and directions for further research are discussed.     

Drivers' errors in,and out of,context

Error depends for its definition, commission, and the seriousness of its consequences on the circumstances in which it occurs. As such, it is argued, in this overview of a large number of contemporary papers on (driver) error, that an erroneous act is only a useful index of behaviour where the background to that act is properly understood. The role of error in the development of skill, and its relationship to accident causation and risk-taking is discussed from this point of view.     

Center-of-pressure based postural sway measures: Reliability and ability to distinguish between age,fear of falling and fall history

The purpose of this study was to compare the test-retest reliability of a wide variety of center-of-pressure (CoP) based postural sway measures and their ability to detect the differences between the young and older groups (age comparison), between the older low- and high-fear of falling groups (fear of falling comparison), and between the older non-faller and faller groups (fall history comparison). Forty healthy females (twenty each in both young and older groups) performed three trials of bipedal quiet standing on a force platform, in which eighteen reported CoP based measures were computed from recorded CoP trajectory. Intra-class correlation coefficient (ICC), standard error of measurement (SEM) and %SEM were used to quantify their relative and absolute reliability. Fear of falling and retrospective falls of the older group were recorded using falls efficacy scale-international (FES-I) and the history of falls questionnaire respectively. Experimental results showed that eight measures (RMS distance, RMS distance-AP, mean velocity, mean velocity-AP, mean frequency, mean frequency-AP, phase plane parameter and fractal dimension) had acceptable levels of relative and absolute reliability. Three measures (RMS distance-AP, mean velocity, and phase plane parameter) were sensitive to detect age-group difference and fear of falling under both visual conditions, but no single measure was capable to detect differences between the non-faller and faller groups.Relevance to industryThe results of this research provide useful information on the selection of appropriate center-of-pressure (CoP) based postural sway measures to assess individual's balance ability for preventing the occupational falls.     

Herd behavior in social media: The role of Facebook likes,strength of ties,and expertise

When do social media users click on sponsored content or intend to visit the website at a later time? A qualitative comparative analysis (QCA) using arguments based on herd theory, strength of ties, and social distance shows that only “likes” from socially close and knowledgeable users can consistently generate click-through or view-through intentions. Considering social tie strength in a herd behavior context, the analysis of sufficient configurations for click- and view-through intentions provides a nuanced perspective on social media user behavior and social influence. For instance, click-through intention requires observing a “like” from a close person, while view-through intentions can also develop after observing “likes” from less close acquaintances, yet in the last case only if the user assumes the acquaintance is better informed regarding the sponsored content. In addition, a “like” from a close friend deemed better informed can even make a user click on a sponsored content that was not considered valuable before.     

Association of demographics,motives and intensity of using Social Networking Sites with the formation of bonding and bridging social capital in Pakistan

The objectives of this confirmatory study were to investigate the association of socio-economic demographics (age, education of respondent, gender, monthly family income, parentage education), motives (communication and information, self-actualization and outward looking) of using Social Networking Sites (SNSs) and attitudinal and behavior variable (intensity of using SNS, self-esteem, gratification with university life, duration of use, and number of ties) with the formation of bonding and bridging social capital. Total 461 students, aged 18–35 years filled the questionnaire, from randomly selected departments of University of the Punjab, Lahore, Pakistan. Regression analysis was used to assess the association among variables. The study indicated that Facebook is the most popular SNS among university students in Pakistan. Intensity of using SNS, duration of using SNSs, and motives of using SNSs were found to be positively associated with formation of bonding and bridging social capital. Self-esteem and gratifications with university life were found to be significant predictors in formation of bonding social capital only. The demographics variables (education, parentage education, monthly family income) had no influence on formation of both bonding and bridging social capital.     

The effect of the external regulator’s absence on children’s speech use, manifested self-regulation, and task performance during learning tasks

The present study was conducted to explore the effect of the absence of the external regulators on children’s use of speech (private/social), task performance, and self-regulation during learning tasks. A novel methodology was employed through a computer-based learning environment that proposed three types/units of encouragement with only two sequences of instructional conditions, Verbal-Gesture-Silent (VGS) versus Silent-Gesture-Verbal (SGV). The Knowledge of response (KR) was applied as: verbal KR feedback with verbal encouragement during the verbal unit, visualization-representation of KR without verbal encouragement during the gesture unit, and no KR feedback without any encouragement during the silent unit. Three measurements were used: speech analysis, novel criteria to measure self-regulation and task performance, and a computer-based friendly chat questionnaire to measure children’s satisfaction. Forty preschool children were divided by their teachers between the two conditions equivalently. It was hypothesized that children in the VGS condition were more speech productive, manifested higher self-regulation, task performance, and satisfaction. The results showed significant differential effect on the speech intensity and manifested self-regulation with no significant differential effect on task performance and satisfaction during learning tasks. However, the results were not confirmed Vygotsky’s view as it were supported (neutralizing, at best) to Piaget’s view of self-regulation development.     

The effect of nonhuman’s versus human’s external regulation on children’s speech use, manifested self-regulation, and satisfaction during learning tasks

Because of several analytical and methodological critiques on the findings and contexts of children’s private speech (PS), self-regulation learning (SRL), and thinking aloud (TA), the present study was conducted to shed new light on the effect of the nonhuman’s/computer’s versus human’s/teacher’s intervention (C-Condition versus T-Condition) on young children’s speech use, SRL, and satisfaction during learning tasks. Four developmental measurements with novel criteria were used to measure: (1) speech analysis, (3) SRL as a function of task level selection, (3) SRL as a function of task precision, and (4) a friendly-chat questionnaire to measure children’s satisfaction. Two types of intervention (enacted versus verbal encouragement) were applied through computer-based learning environment and investigated by forty preschool children divided by their teachers between the two conditions equivalently. It was hypothesized that children who acted alone (C-Condition) were more PS productive, manifested higher SRL, task performance, and satisfaction. The results confirmed the hypothesis with no significant differential effect of the gender on performance, showed that the injudicious use of encouragement hindered the children’s regulation behavior, and proved that PS and TA elicitation were fully different. However, the results were not confirmed Vygotsky’s view and simultaneously not fully inline with Piaget’s view of self-regulation development.