Fear of Missing Out and Its Association With Problematic Smartphone Use in University Students

The widespread adoption of digital technologies has profoundly reshaped interpersonal dynamics, particularly among younger generations. In this context, the fear of missing out (FOMO) has emerged as a significant psychosocial phenomenon characterised by persistent anxiety about being excluded from rewarding social experiences. Previous studies have linked FOMO with excessive smartphone use, suggesting that this emotional state may act as a predictor of digital dependence. The present study is aimed at analysing the relationship between FOMO and smartphone dependence among university students, focusing on its statistical association with problematic smartphone use. A total of 542 university students participated in the study. Data was collected through an online questionnaire that included a FOMO scale and the EDAS‐18 scale for smartphone dependence. Statistical analyses included descriptive statistics, Spearman correlations, k ‐means cluster analysis, Mann–Whitney and median tests for group differences and a linear regression model to estimate the predictive power of FOMO. The findings revealed moderate levels of both FOMO and smartphone dependence within the sample. A significant positive correlation ( ρ = 0.48, p < 0.001) was found between FOMO and smartphone dependence. The cluster analysis identified three distinct profiles of digital engagement, with one group exhibiting particularly high levels of both variables. The regression analysis showed that FOMO was a significant statistical predictor of smartphone dependence ( β = 0.497, R 2 = 0.247, p < 0.001). These results support the notion that higher FOMO levels are consistently linked to more severe patterns of problematic smartphone use, in line with longitudinal and experimental evidence reported in the literature, although the present cross‐sectional design does not allow causal inferences. The study underscores the importance of addressing emotional and social factors in interventions aimed at reducing digital dependence in academic settings. Findings have implications for the development of targeted prevention strategies and contribute to the growing literature on the psychological impact of hyperconnectivity among university students.