The influence of self-control on fear of missing out (FoMO) in Tiktok users aged 16-18 years

Authors

  • Nurul Fazria Department of Guidance Counseling, Universitas Syiah Kuala, Banda Aceh, Indonesia
  • Dara Rosita Department of Guidance Counseling, Universitas Syiah Kuala, Banda Aceh, Indonesia
  • Syaiful Bahri Department of Guidance Counseling, Universitas Syiah Kuala, Banda Aceh, Indonesia
  • Nurhasanah Nurhasanah Department of Guidance Counseling, Universitas Syiah Kuala, Banda Aceh, Indonesia

DOI:

https://doi.org/10.62568/jomes.v2i1.149

Keywords:

Self-control, Fear of missing out, Tiktok users

Abstract

In the current era, TikTok has users who are so fast and also popular. When seeing something that is popular and done by others, of course others feel that they don't want to be left behind, especially among teenagers who have social desires that must be fulfilled. This fear of missing out is a form of fear of missing out. Many factors influence the fear of missing out, one of which is self-control. The purpose of this study was to determine the effect of self-control on fear of missing out in Tiktok users aged 16-18 years. This study uses a quantitative approach with purposive sampling technique. The study population was students of SMAN Modal Bangsa and SMKN Al-Mubarkeya with a sample size of 160 students. The research instruments used self-control scale and fear of missing out scale. The results of the simple linear regression test showed a regression coefficient of -0.447 and R Square of 0.260 with a significance of 0.000 (p <0.5) which indicates that the influence of the two variables is 26% and the rest is influenced by other variables not discussed in this study. This study shows that if a person's self-control is high, the fear of missing out will be low, and vice versa. 

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Submitted

2024-06-23

Published

2024-03-15

How to Cite

Fazria, N., Rosita, D., Bahri, S., & Nurhasanah, N. (2024). The influence of self-control on fear of missing out (FoMO) in Tiktok users aged 16-18 years. Sekumpul: Journal of Multidisciplinary Education Sciences, 2(1), 11–17. https://doi.org/10.62568/jomes.v2i1.149