Nenehno povezani ali odklopljeni od učenja? Strah pred zamujenimi izkušnjami na družbenih omrežjih (FOMO) med srednješolci : magistrsko delo

Mesarič, Maruša

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Title:	Nenehno povezani ali odklopljeni od učenja? Strah pred zamujenimi izkušnjami na družbenih omrežjih (FOMO) med srednješolci : magistrsko delo
Authors:	ID Mesarič, Maruša (Author) ID Kozmus, Andreja (Mentor) More about this mentor...
Files:	MAG_Mesaric_Marusa_2025.pdf (1,21 MB) MD5: 2E3C6E3AC4C8404A12A4476E0CE5FA76
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	V sodobnem času je uporaba družbenih omrežij med mladimi skoraj neizogibna. Kljub temu da nas družbena omrežja povezujejo, lahko njihova uporaba vodi v negativne posledice, zlasti kadar objave na družbenih omrežjih pri mladih vzbudijo strah pred zamujenimi izkušnjami (FOMO). FOMO zajema negativna občutja, ki jih posameznik doživlja, kadar meni, da zamuja pomembno dogajanje in se zaradi tega počuti izključenega. Ta občutja lahko ob slabi učni samoregulaciji povzročajo kognitivne prekinitve med učenjem, kar vodi v nižje učne dosežke. Cilj magistrskega dela je raziskati vzorce uporabe družbenih omrežij in prisotnost FOMO med slovenskimi srednješolci ter preučiti, kako ta vpliva na njihovo učenje. V raziskavi je sodelovalo 891 slovenskih srednješolcev. Rezultati so pokazali, da jih večina na družbenih omrežjih preživi med 2,5 in 5,5 urami dnevno, predvsem zaradi zabave in ohranjanja stikov. V povprečju doživljajo FOMO na nizki ravni, pri čemer imajo srednješolke višji FOMO kot srednješolci. Daljša uporaba družbenih omrežij je povezana z višjo izraženostjo FOMO. Ugotovljeno je bilo tudi, da je spol povezan z učno samoregulacijo, saj imajo srednješolke pri tem več težav. Srednješolci z intenzivnejšim FOMO pogosteje poročajo o motnjah pozornosti, odlašanju z učenjem in uporabi družbenih omrežij med učenjem, kar kaže na povezanost FOMO s slabšimi sposobnostmi učne samoregulacije.
Keywords:	družbena omrežja, FOMO, srednješolci, učenje, učna samoregulacija
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	M. Mesarič
Year of publishing:	2025
Number of pages:	1 spletni vir (1 datoteka PDF (XII, 94 str.))
PID:	20.500.12556/DKUM-93946
UDC:	37.015.3:004.774.1-057.87(043.2)
COBISS.SI-ID:	248761347
Publication date in DKUM:	12.09.2025
Views:	203
Downloads:	110
Metadata:
Categories:	FF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	27.07.2025

Secondary language

Language:	English
Title:	Constantly Connected or Disconnected from Learning? Fear of Missing Out (FOMO) on Social Media among High School Students
Abstract:	In contemporary times, the use of social media among adolescents is nearly unavoidable. Although social networks connect people, their use can also lead to negative consequences—particularly when posts on social media evoke a fear of missing out (FOMO) among young people. FOMO encompasses the negative emotions experienced by individuals who feel they are missing out on significant events and, as a result, feel excluded. When coupled with poor learning self-regulation, these feelings can cause cognitive interruptions during learning, ultimately leading to lower academic achievement. The aim of this master’s thesis is to explore patterns of social media use and the presence of FOMO among Slovenian high school students, and to examine how these factors influence their learning. The study involved 891 Slovenian high school students. Results showed that most students spend between 2.5 and 5.5 hours per day on social media, primarily for entertainment and maintaining social connections. On average, students experience FOMO at a low level, with female students reporting higher levels of FOMO than their male colleges. Longer use of social media was found to be associated with stronger experiences of FOMO. The study also revealed that gender plays a role in learning self-regulation, as female students tend to face more challenges in this area. Students who experience higher levels of FOMO more frequently report attention difficulties, procrastination, and using social media while studying, indicating a link between FOMO and weaker learning self-regulation skills.
Keywords:	social networks, FOMO, high school students, learning, learning self-regulation

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