Hubungan Antara Intensi Mengakses Media Sosial dengan Kecenderungan Fear of Missing Out pada Gen Z di Yogyakarta

Authors

  • Salsabila Rafif Yasirah Program Studi Psikologi, Fakultas Ekonomi Ilmu Sosial dan Humaniora, Universitas ‘Aisyiyah Yogyakarta, Indonesia
  • Andhita Dyorita Khoiryasdien Program Studi Psikologi, Fakultas Ekonomi Ilmu Sosial dan Humaniora, Universitas ‘Aisyiyah Yogyakarta, Indonesia

DOI:

https://doi.org/10.47467/edu.v5i1.6493

Keywords:

social media usage intention, fear of missing out, gen z

Abstract

              This study aims to examine the relationship between social media usage intention and the tendency of fear of missing out (FoMO) among Gen Z in Yogyakarta. The research utilized a quantitative descriptive and inferential approach with a simple correlation method. A total of 140 Gen Z individuals aged 14–26 years in Yogyakarta participated as research subjects. Data were collected through an online survey using Google Forms, which measured social media usage intention and the tendency of fear of missing out. The survey was distributed via social media, and the data obtained were analyzed using classical assumption tests, Pearson correlation tests, and product-moment analysis. The results showed a significant positive relationship between social media usage intention and the tendency of fear of missing out among Gen Z in Yogyakarta (t = 0.694, p < 0.000). This indicates that the higher the intention to use social media, the higher the tendency for FoMO among Gen Z in Yogyakarta. Although the study was conducted effectively, it has some limitations, such as the lack of focus on a specific type of social media. Therefore, future research is recommended to consider sample balance and employ other, more comprehensive methods to strengthen the findings

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Published

2025-01-04

How to Cite

Salsabila Rafif Yasirah, & Andhita Dyorita Khoiryasdien. (2025). Hubungan Antara Intensi Mengakses Media Sosial dengan Kecenderungan Fear of Missing Out pada Gen Z di Yogyakarta. EduInovasi:  Journal of Basic Educational Studies, 5(1), 461–473. https://doi.org/10.47467/edu.v5i1.6493