Problematic social media use and phubbing: the mediating role of FoMO and urgency
- Fátima Llamas Salguero Universidad de Extremadura https://orcid.org/0000-0002-9931-2658
- Sergio Hidalgo-Fuentes Universidad de Valencia; Universidad a Distancia de Madrid https://orcid.org/0000-0003-0842-4986
- Isabel Martínez-Álvarez Universidad a Distancia de Madrid https://orcid.org/0000-0002-4534-4072
- Alberto González-Fernández Universidad de Extremadura https://orcid.org/0000-0001-6277-9054
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Abstract
Phubbing, a behavior that involves ignoring people and one’s surroundings due to smartphone use, has generated growing interest because of its social and psychological implications. This study analyzes the relationship between problematic social media use and phubbing, exploring the mediating role of Fear of Missing Out (FoMO) and emotional urgency. The sample consisted of 591 university students selected through convenience sampling. Validated questionnaires, including the Short Social Network Addiction Scale and the Phubbing Scale, were administered via an online survey. Data were analyzed using parallel mediation models with the PROCESS macro for SPSS. The results show that problematic social media use significantly predicts both FoMO and urgency, which act as partial mediators in the relationship with phubbing. Furthermore, FoMO was found to have a greater mediating effect than urgency. These associations highlight the complexity of interactions between the variables. It is concluded that phubbing is not only linked to compulsive social media use but is also mediated by psychological factors. These findings underscore the importance of designing interventions aimed at reducing FoMO and impulsivity to mitigate the negative consequences of phubbing.
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Author Biographies
Doctora en Pedagogía por la Universidad Complutense de Madrid. Licenciada en Pedagogía. Profesora Contratada Doctora en el Departamento de Ciencias de la Educación de la Universidad de Extremadura. Sus líneas de investigación se centran en la neuropsicología y su relación con las inteligencias múltiples y la creatividad, la formación de docentes y las Tecnologías de la Información y la Comunicación. Ha participado en múltiples proyectos de investigación y cuenta con diversas publicaciones en revistas científicas.
Doctor en Psicología por la Universitat de València. Licenciado en Psicología. Profesor Contratado Doctor en el Departamento de Psicología Básica de la Universitat de València y en la Universidad a Distancia de Madrid (UDIMA). Sus principales líneas de investigación se centran en la procrastinación académica, la inteligencia emocional, el uso problemático de Internet y smartphones, la creatividad e inteligencias múltiples, la seguridad vial, los procesos psicológicos y emocionales en el ámbito educativo y adicciones comportamentales. Ha publicado numerosos artículos en revistas científicas sobre estos temas.
Doctora en Psicología por la Universidad Autónoma de Madrid. Profesora Contratada Doctora en la Universidad a Distancia de Madrid (UDIMA), en la que ostenta el cargo de directora del Grado en Magisterio de Educación Primaria. Sus principales líneas de investigación se centran en la educación emocional, el aprendizaje y la enseñanza en entornos de e-learning, la creatividad e inteligencias múltiples, y la neuropsicología aplicada a la educación. Ha publicado numerosos artículos en revistas científicas y ha participado en diversos proyectos de investigación en estas áreas.
Doctor en Innovación en Formación del Profesorado: Asesoramiento, Análisis de la Práctica Educativa y TIC en Educación. Profesor Ayudante Doctor en la Universidad de Extremadura. Centra sus líneas de investigación en la competencia digital docente, el diseño instruccional en gamificación, el uso de videojuegos como herramientas didácticas, la educación digital vinculada al pensamiento de diseño, la Tecnología Educativa y el diseño de entornos educativos emergentes.
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