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Social Media Interference among College Students: The Role of Social Achievement Goals and Fear of Missing out

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Title: Social Media Interference among College Students: The Role of Social Achievement Goals and Fear of Missing out
Language: English
Authors: Sungok Serena Shim (ORCID 0000-0003-4729-1530), Boreum Kim, C. Addison Helsper, Mary Reas, Robyn Fisher, Mmesoma Asiegbu
Source: British Journal of Educational Psychology. 2025 95(4):1310-1324.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Social Media, Anxiety, Student Behavior, Barriers, Interpersonal Relationship, Goal Orientation
DOI: 10.1111/bjep.70016
ISSN: 0007-0998
2044-8279
Abstract: Background: Social media has become an integral part of college students' daily lives. However, concerns are growing that its use may trigger fear of missing out (FoMO), potentially leading students to neglect daily responsibilities and routines in academic, social, and physical domains, a phenomenon referred to as social media interference. Aims: This study aimed to examine how online social achievement goals may contribute to understanding the detrimental link between FoMO and social media interference. Sample: A total of 366 students (79.8% European American, 77.0% female), enrolled in educational psychology or education-related courses at a Midwestern U.S. university, voluntarily participated in this study. Methods: A new measure was developed to assess social media interference, emphasizing functional impairment caused by social media use. Path analysis was conducted to test a mediation model in which social achievement goals predict social media interference, with FoMO serving as the mediator. Results: Social development goals mitigated mild interference, while social demonstration-approach and social demonstration-avoidance goals were associated with both mild and severe interference via heightened FoMO. Additionally, social demonstration-approach goals had a direct link to severe interference. Controlling for time spent on social media, the results suggest that individuals with different social achievement goals may experience different levels of interference, even with comparable time spent online. Conclusions: The current findings underscore the importance of discouraging social demonstration goals and fostering the goals to build authentic connections and nurture meaningful relationships on social media.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488432
Database: ERIC
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  Data: Social Media Interference among College Students: The Role of Social Achievement Goals and Fear of Missing out
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  Data: <searchLink fieldCode="AR" term="%22Sungok+Serena+Shim%22">Sungok Serena Shim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4729-1530">0000-0003-4729-1530</externalLink>)<br /><searchLink fieldCode="AR" term="%22Boreum+Kim%22">Boreum Kim</searchLink><br /><searchLink fieldCode="AR" term="%22C%2E+Addison+Helsper%22">C. Addison Helsper</searchLink><br /><searchLink fieldCode="AR" term="%22Mary+Reas%22">Mary Reas</searchLink><br /><searchLink fieldCode="AR" term="%22Robyn+Fisher%22">Robyn Fisher</searchLink><br /><searchLink fieldCode="AR" term="%22Mmesoma+Asiegbu%22">Mmesoma Asiegbu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Psychology%22"><i>British Journal of Educational Psychology</i></searchLink>. 2025 95(4):1310-1324.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink>
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  Data: 10.1111/bjep.70016
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  Data: 0007-0998<br />2044-8279
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  Data: Background: Social media has become an integral part of college students' daily lives. However, concerns are growing that its use may trigger fear of missing out (FoMO), potentially leading students to neglect daily responsibilities and routines in academic, social, and physical domains, a phenomenon referred to as social media interference. Aims: This study aimed to examine how online social achievement goals may contribute to understanding the detrimental link between FoMO and social media interference. Sample: A total of 366 students (79.8% European American, 77.0% female), enrolled in educational psychology or education-related courses at a Midwestern U.S. university, voluntarily participated in this study. Methods: A new measure was developed to assess social media interference, emphasizing functional impairment caused by social media use. Path analysis was conducted to test a mediation model in which social achievement goals predict social media interference, with FoMO serving as the mediator. Results: Social development goals mitigated mild interference, while social demonstration-approach and social demonstration-avoidance goals were associated with both mild and severe interference via heightened FoMO. Additionally, social demonstration-approach goals had a direct link to severe interference. Controlling for time spent on social media, the results suggest that individuals with different social achievement goals may experience different levels of interference, even with comparable time spent online. Conclusions: The current findings underscore the importance of discouraging social demonstration goals and fostering the goals to build authentic connections and nurture meaningful relationships on social media.
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