Date of Conferral

2021

Degree

Ph.D.

School

Psychology

Advisor

Melanie Shores

Abstract

In college, social media use that is not directly associated with classroom activities (i.e., nonacademic social media use) can serve as distractions that undermine academic performance. The purpose of this quantitative investigation was to examine the potential relationships between nonacademic social media multitasking, academic performance (measured as self-reported, overall grade point average), and fear of missing out. Though some research indicates that social media use is associated with poor academic outcomes, the mechanism of this relationship is less understood. The variables that were examined included nonacademic social media multitasking (independent variable), academic performance (dependent variable), and fear of missing out (independent variable). The framework for the study was based on Baumeister and Leary’s belonging hypothesis and van dur Schuur et al.’s scattered attention hypothesis. The sample consisted of 99 U.S. undergraduate college students enrolled at public, 4-year universities who were recruited through SurveyMonkey. Data were collected via online survey, which consisted of the Fear of Missing Out Scale, items from Ozer’s study on social networking and academic performance, and a demographic questionnaire. Data analysis consisted of simple linear regressions and a hierarchical regression model. Analysis revealed no significant relationship between nonacademic social media multitasking and academic performance. There was, however, a significant predictive relationship between fear of missing out and nonacademic social media multitasking. While nonacademic social media multitasking should not be encouraged in class, social media has potential educational benefits, when properly harnessed leading to positive social change.

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