Research article | Open Access
Journal of Pedagogical Perspectives in Curriculum and Instruction Volume 1 (2026)
pp. 1 - 22 | DOI: https://doi.org/10.29329/jppci.2026.1418.4
Publish Date: March 21, 2026 | Single/Total View: 5/4 | Single/Total Download: 5/4
Abstract
As the digital ecosystem has expanded, adolescents' daily routines and academic engagement are increasingly structured within the digital framework of social media. Due to escalating anxieties about the cognitive and psychological impacts of heavy social media engagement, researchers have increasingly prioritised the examination of the Fear of Missing Out (FoMO) among adolescents. This study examines the correlation between Fear of Missing Out (FoMO) and academic procrastination among high school students, while also analyzing potential variations based on demographic factors such as gender, grade level, and school type. A total of 450 students, representing various high school categories within the central district of Çanakkale, participated in the current research. A correlational survey design was employed. To quantify the primary variables of the study, data collection involved the utilization of two standardized instruments: the Fear of Missing Out (FoMO) Scale and the Academic Procrastination Scale. To address the research questions, the study utilized a statistical framework comprising Pearson correlation coefficients for relational analysis and ANOVA and t-tests to evaluate demographic variances. The findings indicated that students’ FoMO levels were generally low. In contrast, their academic procrastination levels were moderate. The analysis revealed that while FoMO scores fluctuated significantly by participants' gender and the type of institution they attended, the educational stage (grade level) did not yield a notable impact Academic procrastination did not differ significantly across gender, grade level, or school type. A low-level yet statistically positive association was established, suggesting that as FoMO levels increase, there is a slight corresponding rise in academic procrastination behaviors. Considering the results obtained, practical recommendations for educational environments are presented, alongside a roadmap for future scholarly inquiries in this domain.
Keywords: FoMO, Academic Procrastination, Social Media Addiction
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