Online Fear of Missing Out (FOMO) and Academic Performance Among Students: The Mediating Role of Depression, Anxiety, and Stress (DASS-21)

Abstract

Background and Aim: Fear of Missing Out (FOMO) has emerged as a significant psychological phenomenon among adolescents due to the widespread use of social media and digital technologies. Although previous studies have established links between FOMO, psychological distress, and academic outcomes, limited evidence exists regarding the mechanisms through which FOMO influences academic performance among Filipino senior high school students. This study aimed to examine the relationship between FOMO and academic performance and to determine whether depression, anxiety, and stress mediate this relationship. Materials and Methods: This study employed a quantitative descriptive-correlational research design. Participants were senior high school students from Tangub National High School, Philippines, selected through purposive sampling based on their active social media engagement. Data were collected using the Online FOMO Inventory and the Depression, Anxiety, and Stress Scale (DASS-21). Descriptive statistics were used to determine levels of FOMO and psychological distress, while Spearman rank-order correlation and mediation analyses were conducted to examine relationships among variables. Ethical principles, including informed consent, voluntary participation, confidentiality, and anonymity, were strictly observed throughout the study. Results: Findings revealed that respondents exhibited very high levels of FOMO across all dimensions, with composite and subscale mean scores ranging from 3.85 to 3.88. Similarly, depression, anxiety, and stress levels were elevated, with mean scores ranging from 3.76 to 3.77. Correlation analysis indicated significant negative relationships between all FOMO dimensions and academic performance (ρ = –0.374 to –0.412, p < .05), suggesting that higher levels of FOMO were associated with lower academic achievement. Mediation analysis demonstrated that psychological distress significantly mediated the relationship between FOMO and academic performance. While the indirect effect through depression, anxiety, and stress was significant (β = –0.245, p = .013), the direct effect became non-significant (β = –0.218, p = .369), indicating a full mediation effect. Conclusion: FOMO negatively influences students’ academic performance primarily through its impact on depression, anxiety, and stress. The findings underscore the importance of integrating digital wellness initiatives, mental health interventions, and resilience-building programs within schools to promote students’ psychological well-being and academic success.