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College Students' Academic Motivation, Media Engagement PDF
College Students' Academic Motivation, Media Engagement PDF
College Students' Academic Motivation, Media Engagement PDF
a r t i c l e i n f o a b s t r a c t
Article history: The concerns about the consequences of mental problems related to use of social media among university
students have recently raised consciousness about a relatively new phenomenon termed Fear of Missing
Out (FoMO). Drawing on the self-determination theory and on the assumption that low levels of basic
Keywords: need satisfaction may relate to FoMO and social media engagement, the aim of the present research
Fear of missing out was to examine for the first time possible links between FoMO, social media engagement, and three
Social media engagement motivational constructs: Intrinsic, extrinsic and amotivation for learning. Data were gathered from 296
Self-determination theory
undergraduate students by using the following scales: Social Media Engagement (SME), Fear of
Academic motivation
Higher education
Missing Out (FoMOs) and Academic Motivation. The SME is a new scale, specifically designed for this
study to measure the extent to which students used social media in the classroom. This scale includes
three categories: Social engagement, news information engagement and commercial information
engagement. Path analysis results indicated that the positive links between social media engagement
and two motivational factors: Extrinsic and amotivation for learning are more likely to be mediated by
FoMO. Interpretation of these results, their congruence within the context of the theoretical frameworks
and practical implications are discussed.
Ó 2015 Elsevier Ltd. All rights reserved.
http://dx.doi.org/10.1016/j.chb.2015.02.057
0747-5632/Ó 2015 Elsevier Ltd. All rights reserved.
112 D. Alt / Computers in Human Behavior 49 (2015) 111–119
features of social media activities in higher education settings, will of Facebook use strongly predicted higher levels of social capital
be constructed and validated. Moreover, Przybylski et al.’s (2013) outcomes. Social networks could also enable individuals to develop
single-factor scale will be adapted to include different facets of norms of trust and reciprocity, which are necessary for successful
FoMO, corresponding to the different social media utilities suggest- engagement in collective activities (Valenzuela, Park, & Kee, 2009).
ed by theory. Thus, in contrast to previous work, the current study While the aforementioned studies reveal positive associations
could point to specific elements of FoMO and social media engage- between online social network use and well-being, others suggest
ments, which may be connected to learning motivations. These the opposite. For instance, Chou and Edge (2012) have examined
efforts might allow for the examination of more components or the impact of using Facebook on undergraduate students’ percep-
dimensions based on theoretical considerations than have been tions of others’ lives. Their study indicated that those who have
assessed thus far. used Facebook longer, agreed more that others were happier and
Second, with relation to college students’ learning processes, had better lives, and agreed less that life is fair; furthermore, stu-
this study could illustrate the role of motivational constructs in dents who included more people whom they did not personally
explaining FoMO and social media engagement, when the latter is know as their Facebook ‘friends’ agreed more that others had bet-
not harnessed for pedagogical purposes. This potentially new ter lives. Kross et al.’s (2013) study indicated that Facebook use
avenue of research might encourage a future discussion related to could predict declines in two components of subjective wellbeing:
Millennials’ engagement in current higher education learning How people feel moment to moment and how satisfied they are
environments, and to the investigation of new instructional with their lives.
approaches incorporating social media usages into current pedago-
gical applications. 2.2. FoMO and social media use in college
et al., 2007). The SDT defines intrinsic and extrinsic sources of H1. Students, who are high in basic need satisfaction, in terms of
motivation. Intrinsic motivation refers to internal factors, such as being intrinsically motivated for learning, would be less inclined
enthusiasm and pleasure experienced while engaging in a task. toward social media use in the classroom. Whereas amotivated or
In contrast, extrinsic motivation refers to external factors, such as extrinsically motivated students would tend toward using social
obtaining good grades or passing exams. Studies on the quality of media tools available.
motivation (e.g., Donche et al., 2014) suggest that although basical-
ly distinguished as intrinsic and extrinsic, it can be further refined
by making a distinction between autonomous and controlled moti- H2. Based on the assumption that psychological need deficits can
vation. Studies assessing the connections between these motiva- lead some toward a general sensitivity to FoMO, it is hypothesized
tions, learning strategies and achievements have associated that FoMO would serve as a mediator linking motivational deficits
controlled motivation with surface processing and weak coping to social media engagement. Furthermore, background variables,
strategies in the case of failing (Ryan & Connell, 1989). The surface such as gender, age, and socio-economic status, will also be
approach to learning is based on an intention that is extrinsic to addressed in this research in order to assess how these variables
the real purpose of the task (Biggs, 2001). One of the most common intersect and may contribute to the measured variables. Fig. 1
strategies for the surface approach is rote learning content without demonstrates the theoretical structure of the proposed framework.
understanding, in order to subsequently reproduce the material.
The surface approach is generally related to lower quality out- 3. Method
comes of learning (Kyndt, Dochy, & Cascallar, 2014).
Autonomous motivation has been found directly and positively 3.1. Participants
connected to a deep approach to learning, that is the use of more
information processing, high concentration while studying and Data were gathered from 296 undergraduate Social-Science stu-
better time management, and indirectly to higher academic dents (14.7% males and 85.3% females) from one major college
achievement (Vansteenkiste, Zhou, Lens, & Soenens, 2005). A deep located in the Northern Galilee. The distribution regarding eth-
approach is based on a perceived need, such as an intrinsic interest nicity was: 65.9% Jewish students, 27.3% Muslim students, 5.1%
to engage the task appropriately and meaningfully. Examples of Christian students, and 1.7% Druze students, with a mean age of
deep-approach strategies are reflecting, using various information 25.4 (SD = 7.1) years. Based on the report of The Central Bureau
sources, relating ideas and looking for patterns (Kyndt et al., 2014). of Statistics. (2011) and The Council for Higher Education. (2009)
According to Burnett, Pillay, and Dart’s (2003) study, students who in Israel, the gender and ethnicity breakdown of Northern Galilee
adopted a deep approach liked learning new things and indirectly college students, majoring mainly in Social-Science studies is 20%
viewed learning as experiential, involving social interaction, and males and 80% females of whom 50% Jews, 45% Muslims, and 5%
directly viewed learning as personal development. belonging to other religions, thus the current study’s sample repre-
Apart from intrinsic and extrinsic motivations, a third construct sents, to some extent, the gender breakdown of regional colleges
assessed in the present study is amotivation (an absence of motiva- located in the Northern Galilee. However, although including all
tion) for learning (Ratelle et al., 2007). Amotivated students are nei- four ethnic groups studying in Northern Galilee colleges, the sam-
ther intrinsically nor extrinsically motivated. They cannot predict ple is less representative concerning the distribution of ethnicity.
the consequences of their behavior, and may feel disintegrated or The distribution regarding the year of study was: 42.4%
detached from their action and will thus invest little effort in its first-year students, 31% second-year students and 26.6% third-year
effectuation (Deci & Ryan, 1985). In the academic domain, amotiva- students. The participants’ faculty enrollment breakdown was as
tion has been associated with boredom and poor concentration in follows: Education – 35.1%, Criminology – 11.9%, Sociology – 8.4%,
class (Vallerand et al., 1993), poor psychosocial adjustment to col- Management – 36.5%, Economics – 6%, Political Science – 2.1%.
lege (Baker, 2004), and dropout (Vallerand, Fortier, & Guay, 1997).
Despite increased interest in FoMO, there has been to date scant 3.2. Instrumentation
scholarly literature on its potential links with psychological health
and well-being. In fact, Przybylski et al.’s (2013) research was the 3.2.1. Student characteristics
first to provide a number of insights into how fear of missing out Data were gathered using a questionnaire aimed at measuring
constellates with motivational, behavioral, well-being, and demo- the student’s cultural group, gender, age, socioeconomic-status
graphic factors. Their study mainly showed that FoMO plays a (SES), year of study, and current education achievements. SES
key role in explaining social media engagement over and above was assessed by the student’s father’s educational attainment
several individual factors, such as levels of need satisfaction, gen- (FEA) and mother’s educational attainment (MEA), both defined
eral mood, and overall life satisfaction. The concerns about the con- on a six-level scale from 0 = lack of education, to 5 = doctoral degree.
sequences of the alarming rate of mental problems related to use of Another SES factor was the participants’ report on their current
social media among university students give additional reasons to economic condition (EC), defined on a six-level scale from
expect FoMO linked to motivational deficits. 1 = extremely difficult to 6 = comfortable, no financial worries.
Based on the SDT and on the assumption that low levels of basic Academic FoMO Social media
need satisfaction may relate to FoMO and social media engage- motivations engagement
ment, the aim of the present research was to examine for the first
time possible links between these constructs in the academic are-
na. In order to properly assess these connections, a new scale was Student
constructed and validated to map and measure social media activ- characteristics
ities students engaged in during classes.
The following hypotheses were formulated to guide the study: Fig. 1. Model 1. The theoretical structure of the proposed framework.
114 D. Alt / Computers in Human Behavior 49 (2015) 111–119
Table 1
The SME questionnaire: Factors, item descriptions, item loadings and internal consistencies (Cronbach’s alpha).
Finally, students’ current education achievements were measured criterion for determining the number of factors. The analysis
by their self-reported grade point average (GPA). resulted in three factors, which accounted for 69.60% of the vari-
ance. Table 1 provides the item loadings (>.40) on each of the three
3.2.2. Social Media Engagement (SME) questionnaire factors and the computed internal consistencies (Cronbach’s alpha)
This scale was specifically designed for this study to measure for each factor and for all items, indicating high overall and within
the extent to which students used social media in the classroom. factor reliability results. Item 5 was omitted due to a low item
The scale was constructed in three steps. The first step included loading result (<.40). Convergent validity has been shown by posi-
collecting statements from 54 college students who were asked tive statistically significant correlations between all factor pairings
to describe their social media activities in the classroom. In the sec- (.29 < r < .37; p < .01). The generally small to moderate correlations
ond step, duplicates and irrelevant statements were omitted. The among the dimensions suggest that the factors are, to some extent,
rest were analyzed by three raters; all are experts in the research independent each from the other. Table 2 provides descriptive
area of media and digital literacy. Inter-rater Cohen’s Kappa (k) statistics for the SME factors.
reliability (Cohen, 1960) was used. The raters were asked to
categorize the students’ reports. The k values were interpreted as 3.2.3. Fear of Missing Out Scale (FoMOs)
follows: k < 0.20 poor agreement; 0.21 < k < 0.40 fair agreement; Based on a review of popular and industry writing on FoMO
0.41 < k < 0.60 moderate agreement; 0.61 < k < 0.80 good agree- (e.g., JWT., 2011; Morford, 2010; Wortham, 2011), Przybylski
ment; 0.81 < k < 1.00 very good agreement. Results of 0.61 < k < 1 et al. (2013) created this 10-item scale meant to reflect the fears,
were considered acceptable. Three meaningful categories have worries, and anxieties people may have in relation to being in (or
emerged from the analysis: out of) touch with the events, experiences, and conversations hap-
pening across their extended social environment. The scale mea-
1. Social engagement – refers to sharing individual or social infor- sures the extent to which people feared missing out on
mation with the close social environment, such as family and rewarding experiences, activities, and methods of discourse, for
friends, using social media sites (e.g. Facebook, Twitter, example: ‘I get worried when I find out my friends are having
Whatsapp, Instagram). fun without me’. In accordance with the above new constructed
2. News information engagement - includes news-related activ- SME scale, eight items were added to the FoMO scales: Four of
ities, for example, responding to alerts or getting updates via which were aimed at measuring the extent to which people feared
social media sites. missing out news information, for example: ‘It bothers me when
3. Commercial information engagement - pertains to activities, my friends know what’s happening on the news ahead of me’; four
such as getting or sharing updates (e.g. current discounts/sales, items were aimed at assessing the extent to which people feared
available coupons) via social media sites. missing out commercial information, for example: ‘When I go on
vacation, it is important to me to continue following commercial
The statements were formulated as short items. Each item was information (e.g. current discounts/sales, available coupons)’. The
given a Likert-type score ranging from 1 = never to 5 = always. overall scale included 18 items, scored on a five-point Likert scale
Consequently, a 14-item scale was submitted to 65 undergraduate from 1 = not at all true of me to 5 = extremely true of me.
students in order to assess the clarity of the items. Accordingly, The 18-item scale was submitted to 65 undergraduate students
four items were excluded due to unclear phrasing. in order to assess the clarity of the items. Accordingly, one social
Third step: The 10-item scale (hereinafter: Social Media FoMO item was excluded due to unclear phrasing. All 17 items
Engagement scale [SME]) was submitted to 296 undergraduate were subjected to a principal component analysis followed by a
students. Participants were asked: ‘To what extent do you do the
following activities by using your laptop computer or mobile
Table 2
phone during class?’ Students were also asked whether these Descriptive statistics for the SME measured factors.
activities were used during class for learning purposes. It should
Factor Mean SD Skewness Kurtosis
be noted that as reported by the students, none of the activities
were requested for academic purposes. Social engagement 3.20 1.06 0.30 0.54
News information engagement 1.72 0.90 1.10 0.75
All items were subjected to a principal component analysis fol-
Commercial information engagement 1.87 0.92 0.94 0.50
lowed by a Varimax rotation with an eigenvalue >1.00 as a
D. Alt / Computers in Human Behavior 49 (2015) 111–119 115
Varimax rotation with an eigenvalue >1.00 as a criterion for deter- motivation (IN), and amotivation (AM). Observed items were
mining the number of factors. Four items (F5, F7, F9, and F11) were entered in accordance with the aforementioned measurement
removed from the scale due to low item loading results (<.40). The descriptions. The goodness-of-fit of the data to the model yielded
analysis resulted in three factors, which accounted for 54.56% of sufficient fit results (v2 = 478.10, df = 183, p = .000; CFI = .910;
the variance: Social FoMO (based on the original FoMOs’ items), RMSEA = .071). Results indicated positive, low to moderate, sig-
including six items (Cronbach’s alpha equals to .79); three items nificant coefficients between SME and the following constructs:
of fear of missing news information (Cronbach’s alpha equals to Amotivation (b = .46, p < .001), and extrinsic motivation (b = .30,
.70); and fear of missing commercial information, including four p < .001). An insignificant path coefficient was found between the
items (Cronbach’s alpha equals to .83). The intercorrelation results intrinsic motivation and SME constructs.
among the factors indicated positive connections (.33 < r < .39; The model’s capacity to explain the variation in each dependent
p < .01). variable was measured by the squared multiple correlation (SMC)
values, for each structural equation (path) in the model. This coef-
3.2.4. Academic motivation ficient is a measure of how well a given variable can be predicted
Academic motivation was measured by three constructs from using a linear function of a set of other variables. According to the
the Academic Motivation Scale – College (CEGEP) version results, the motivational factors explained 30% of the SME factor
(Vallerand, Blais, Brière, & Pelletier, 1989): Intrinsic motivation variance.
(IN), for example: ‘I go to college because I experience pleasure
and satisfaction while learning new things’; extrinsic motivation 4.2. The second hypothesis (H2)
(EX), for instance: ‘I go to college because with only a high-school
degree I would not find a high-paying job later on’; and amotivation In order to test the second hypothesis, several background vari-
(AM), for example: ‘I can’t see why I go to college and frankly, I ables and the FoMO latent variable accompanied by three latent
couldn’t care less’. The overall scale included 12 items, scored on variables: Social FoMO (FO1), news information FoMO (FO2), and
a five-point Likert scale from 1 = strongly disagree to 5 = strongly commercial information FoMO (FO3) were entered into Model 3.
agree. The structural validity of the scale is shown in Fig. 2 (which The path model (Fig. 3) was constructed as follows: Paths were
presents the combined measurement and path models). The inter- specified between the following student characteristic variables
correlation results among the motivational factors indicated a posi- and several latent factors: Age, gender (Male = 1, Female = 2), and
tive connection between intrinsic and extrinsic motivation (r = .23, Cultural group (CG: Jewish students = 1, Non-Jewish students = 2).
p < .01), and negative connections between amotivation and intrin- The latter dummy variable was created due to insignificant differ-
sic/extrinsic motivations ( .31 < r < .35, p < .01). (Cronbach’s ences found among the non-Jewish groups (Muslim, Christian, and
alpha results for the sub-scales ranged from 0.70 to 0.82). Druze) on the dependent variables. The student characteristic vari-
ables were entered into the analysis based on the results of several
linear regression analyses, in which the FoMO, SME, and the moti-
3.3. Procedure
vational factors were separately measured as dependent variables,
and the following student characteristic variables were entered
The questionnaires were administered by research assistants to
into the analyses as independent variables: The student’s cultural
the participants in the classrooms in which they studied without
group, gender, age, year of study, FEA, MEA, EC, and GPA.
the instructor being present. The purpose of the study was
Paths were specified between the three motivational variables
explained as examining social media engagement in higher educa-
and the FoMO variable; and, based on Model 2, between the fol-
tion. Prior to obtaining participants’ consent, it was specified that
lowing factors: Amotivation, extrinsic motivation and SME. An
the questionnaire was anonymous and that no pressure would be
additional path was created between the FoMO and SME factors
applied should they choose to return the questionnaire unfilled
(v2 = 1219.68, df = 609, p = .000; CFI = .912; RMSEA = .058). The
or incomplete. Debriefing information was sent to the participants
results showed a positive high significant coefficient between the
on the completion of the study via the academic institutions’ Web-
FoMO and SME factors (b = .68, p < .001), and positive (moderate)
site and face-to-face presentations, in which they could raise ques-
significant coefficients between the FoMO factor and the following
tions. Finally, participants were assured that no specific identifying
variables: Amotivation (b = .36, p < .001), and extrinsic motivation
information about the courses would be processed.
(b = .21, p < .01). Insignificant coefficient results were indicated
between the FoMO and the intrinsic motivation variables, and
4. Findings between the motivational and SME factors.
Regarding the student characteristic factors, positive connec-
Structural equation modeling (SEM) was employed to tions were found between the following factors: Age and intrinsic
empirically test the current research hypotheses and to further motivation (b = .23, p < .01); gender (females) and intrinsic motiva-
assess the construct validity of the SME and FoMO scales, using a tion (b = .14, p < .05); cultural group (non-Jewish students) and the
confirmatory factor analysis. Data used for the SEM were analyzed variables of FoMO (b = .49, p < .001) and amotivation (b = .21,
with the maximum likelihood method. Three fit indices were com- p < .001). An insignificant connection result was found between
puted in order to evaluate model fit (the parenthetical values by the non-Jewish group and SME. A negative connection was indicat-
the fit indices indicate the suggested cut-offs for good quality of ed between gender (females) and amotivation (b = .16, p < .01).
fit): v2(df) (p > .05), CFI (>0.9), and RMSEA (<0.08) (Bentler, 2006). An inverse correlation was indicated between the non-Jewish
group and the age variable (b = .38, p < .001).
4.1. The first hypothesis (H1) The amotivation factor explained 38% of the FoMO factor vari-
ance (with additional 10% of the variance explained by the cultural
A structural model (Fig. 2) was constructed to measure the con- group variable and 1% explained by the extrinsic motivation vari-
nections between the motivational and SME constructs. The model able) which in turn explained 67% of the SME construct variance.
included the SME latent factor with its three latent sub-factors: In order to gain further insights into how the FoMO and SME
Social engagement (M1), news information engagement (M2), sub-factors are interrelated, an additional analysis was conducted
and commercial information engagement (M3); and the motiva- to assess these connections. Table 3 displays the bivariate correla-
tional latent factors of extrinsic motivation (EX), intrinsic tion analysis results between these sub-factors. Results indicated
116 D. Alt / Computers in Human Behavior 49 (2015) 111–119
Fig. 2. Model 2. The structural model, with standardized parameter estimates for the assessment of H1.
positive statistically significant correlations between all factor more reliably reflect the population mean, may increase the chance
pairings. As can be learned from Table 3, the correlation coefficient of finding a significant negative connection between the factors in
between the social FoMO (FO1) and social engagement (M1) sub- future work.
constructs was relatively higher (r = .325, p < .01) than the results The connections between FoMO and social media engagement
found between this FoMO sub-construct and other SME sub-fac- were further assessed by examining the relations between these
tors. Similar results were indicated for the fear of missing news constructs’ sub-factors. Bivariate correlation analysis results indi-
information (FO2) and news information engagement (M2) sub- cated higher connections between factors sharing the same realm
factors (r = .364, p < .01); and between the fear of missing commer- of content: Social, news or commercial. This may suggest that
cial information (FO3) and commercial information engagement FoMO should not be perceived as a general factor, but rather as a
(M3) sub-constructs (r = .524, p < .01). multiple dimension phenomenon. In the same route, different
instantiations of media engagement in the classroom should be
5. Discussion acknowledged.
Concerning student characteristics, a positive connection was
The aim of the present research was to examine possible con- indicated between the non-Jewish group of students and FoMO,
nections between academic motivation of college students, FoMO directly, and indirectly through academic amotivation. A possible
and social media engagement constructs in the academic arena. explanation for this result might be related to the ongoing parental
Path analysis results have confirmed the assumption that pressure on minority students to attain high grades, which often
extrinsically and a-motivated students would be more likely to results in placing emphasis on outcomes rather than on learning
use social media tools available in the classroom. However, when goals, and to feelings of disintegration or detachment from academic
those links were mediated by the FoMO variable, insignificant actions (Alt & Geiger, 2012). Thus, it may be implied that the parental
direct relations between the above academic motivations and involvement associated with the minority group of non-Jewish stu-
social media engagement were shown. Thus, both motivational dents could affect their learning motivations, and as also suggested
variables were positively associated with FoMO, which in turn by Przybylski et al. (2013), FoMO could serve as a mediator linking
led to increased levels of social media engagement in the class- this deficit in psychological needs to social media engagement.
room. These findings illustrate the robust mediating role of FoMO An alternative explanation for the non-Jewish cultural group
in explaining social media engagement. It can be inferred that the and FoMO connection might be related to age. The non-Jewish stu-
link between motivational deficits and social media engagement is dents were significantly younger than the Jewish students.
more likely to be indirect, and that these psychological deficits Although a direct connection between age and FoMO was not con-
could be linked to social media use only insofar as they are linked firmed by the path model, it is plausible to infer that the positive
to FoMO, in accordance with Przybylski et al.’s (2013) study. connection between the non-Jewish group and the FoMO variable
Another result that warrants mentioning is the statistically could be explained by the age factor, in line with Przybylski et al.’s
insignificant inverse relation indicated between intrinsic (2013) study which indicated a negative connection between age
motivation and FoMO, contrary to expectations. Yet, the slight and tendency toward higher levels of FoMO.
statistically insignificant tendency toward a negative correlation Some limitations of the present investigation and further
between the factors may imply that a larger sample, which could directions for future research must be noted. First, this study was
D. Alt / Computers in Human Behavior 49 (2015) 111–119 117
Fig. 3. Model 3. The structural model, with standardized parameter estimates for the assessment of H2.
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