Fear of Missing Out: from phonoholism to FOMO marketing 1600-SZD-SPEC-FMO-KM

Knowledge | The graduate knows and understands:
WG_01 - to the extent necessary for existing paradigms to be revised - a worldwide body of work, covering theoretical foundations as well as general and selected specific issues - relevant to a particular discipline
within the social sciences
WG_02 - the main development trends in the disciplines of the social sciences in which the education is provided
WG_03 - scientific research methodology in the field of the social sciences
WK_01 - fundamental dilemmas of modern civilisation from the perspective of the social sciences
Skills | The graduate is able to:
UK_05 - speaking a foreign language at B2 level of the Common European Framework of Reference for Languages using the professional terminology specific to the discipline within the social sciences, to the extent enabling participation in an international scientific and professional environment
Social competences | The graduate is ready to
KO_01 - fulfilling the social obligations of researchers and creators
KO_02 - fulfilling social obligations and taking actions in the public interest, in particular in initiating actions in the public interest
KO_03 - think and acting in an entrepreneurial manner

Description of requirements related to participation in classes, including the
permitted number of explained absences: Since this is a lecture, attendance is not being checked.
Principles for passing the classes and the subject (including resit session): Regular course completion: knowledge test resulting in either passing or failing. Make-up completion: oral examination.
Methods for the verification of learning outcomes: PhD Students write a written test for regular completion and provide answers to questions for make-up completion.
Evaluation criteria: The knowledge test consists of 12 questions, including nine multiple-choice closed questions and three open-ended questions. A correct answer to a closed question is worth one point (there are no half points; one must answer the entire question correctly), and for open-ended questions, two points are awarded (half points are possible). The test is passed with a minimum of eight points. There are three questions for make-up completion. To pass, one must correctly answer at least two of them.

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Agai MS (2022) Disconnectivity synced with identity cultivation: adolescent narratives of digital disconnection. Journal of Computer-Mediated Communication. Epub ahead of print 29 October 2022. https://doi.org/10.1093/jcmc/zmac025.
Alt D (2017) Students' social media engagement and Fear of Missing Out (FoMO) in a diverse classroom. Journal of Computing in Higher Education 29(2): 388-410. https://doi.org/10.1007/s12528-017-9149-x
Alt D (2018) Students' wellbeing, Fear of Missing Out, and social media engagement for leisure in higher education learning environments. Current Psychology 37(1): 128-138. https:doi.org/10.1007/S12144-016-9496-1
Bozan V and Treré, E (2023) When digital inequalities meet digital disconnection: Studying the material conditions of disconnection in rural Turkey. Convergence. Epub ahead of print 12 May 2023. https://doi.org/10.1177/13548565231174596.
Buksa Ł (2023) Fonoholizm i profilaktyka uzależnienia od smartfona u dzieci i młodzieży. Zeszyty Prasoznawcze 66(1): 77-90. DOI: 10.4467/22996362PZ.23.006.17198
Fast K, Lindell J and Jansson A (2021) Disconnection as distinction: a Bourdieusian study of where people withdraw from digital media. In: Jansson A and Adams PC (eds) Disentangling: The Geographies of Digital Disconnectionpp.New York: Oxford University Press, pp.61-90.
Franchina V, Halfmann Abeele M, van Rooij A, Lo Coco G and De Marez L (2018) Fear of Missing Out as a predictor of problematic social media use and phubbing behavior among Flemish adolescents. International Journal of Environmental Research and Public Health 15(10): 2319. https://doi.org/10.3390/ijerph15102319.
Gioia, F, Fioravanti, G, Casale, S and Boursier V (2021) The effects of the fear of missing out on people's social networking sites use during the COVID-19 pandemic. Frontiers in Psychiatry. Epub ahead of print 18 February 2021. https://doi.org/10.3389/fpsyt.2021.62044.
Grzega U (2021) Dostępność i wykorzystanie internetu w czasie pandemii w Polsce i UE. In: Nowak W and Szalonek K (eds) Zdrowie i style życia: ekonomiczne, społeczne i zdrowotne skutki pandemii. Wrocław: Uniwersytet Wrocławski, pp.355-370.
Hesselberth P (2018) Discourses on disconnectivity and the right to disconnect. New Media and Society 20(5): 1994-2010. https://doi.org/10.1177/146144481771144.
Jorge A (2019) Social Media, Interrupted: Users Recounting Temporary Disconnection on Instagram. Social Media + Society. Epub ahead of print 4 November 2019. https://doi.org/10.1177/2056305119881691.
Karada? E, Tosuntaş ŞB, Erzen P, Duru E, Bostan N, Şahin BM, Çulha ? and Babada? B (2015) Determinants of phubbing, which is the sum of many virtual addictions: A structural equation model. Journal of Behavioral Addictions 4(2): 60-74. https://doi.org/10.1556/2006.4.2015.005
Kaun A (2021) Ways of seeing digital disconnection: A negative sociology of digital culture. Convergence 27(6): 1571-1583. DOI: 10.1177/13548565211045535.
Kaun A and Schwarzenegger C (2014) "No media, less life?" Online disconnection in mediatized worlds. First Monday. Epub ahead of print 24 October 2014. 4https://doi.org/10.5210/fm.v19i11.5497.Liu H, Liu W, Yoganathan V and Osburg V-S (2021) COVID-19 information overload and generation Z's social media discontinuance intention during the pandemic lockdown. Technological Forecasting and Social Change 166: 120600. DOI: 10.1016/j.techfore.2021.120600.
Modrzyński R. (2021). Nowe uzależnienia młodego pokolenia. Od przyjemności do przymusu. Warszawa: Difin.Nguyen MH,
Büchi M and Geber S (2022) Everyday disconnection experiences: Exploring people's understanding of digital well-being and management of digital media use. New Media & Society. Epub ahead of print 5 July 5 2022. https://doi.org/10.1177/14614448221105428.
Przybylski AK, Murayama K, DeHaan CR and Gladwell V (2013) Motivational, emotional, and behavioral correlates of Fear of Missing Out. Computers in Human Behavior 29:1814-1848. https://doi.org/10.1016/j.chb.2013.02.014.
Ptaszek G, Stunża GD, Pyżalski J, Dębski M and Bigaj M (2020) Edukacja zdalna: co stało się z uczniami, ich rodzicami i nauczycielami. Gdańsk: Uniwersytet Gdański.Radtke T, Apel T, Schenkel K, Keller J and von Lindern E (2022) Digital detox: An effective solution in the smartphone era? A systematic literature review. Mobile Media & Communication 10(2): 190-215. https://doi.org/10.1177/20501579211028647
Syvertsen, T., & Enli, G. (2020). Digital detox: media resistance and the promise of authenticity. Convergence 26(5-6):1269-1283. https://doi.org/10.1177/13548565198473.Vanden Abeele MMP (2021) Digital Wellbeing as a Dynamic Construct. Communication Theory 31(4): 932-955. https://doi.org/10.1093/ct/qtaa024.Vanden Abeele MMP and Nguyen MH (2022) Digital well-being in an age of mobile connectivity: An introduction to the Special Issue. Mobile Media & Communication 10(2): 174-189. https://doi.org/10.1177/20501579221080899.Wilcockson TDW, Osborne AM and Ellis DA (2019) Digital detox: The effect of smartphone abstinence on mood, anxiety, and craving. Addictive Behaviors 99:106013. https://doi.org/10.1016/j.addbeh.2019.06.002.Yildirim C and Correia A-P (2015) Exploring the dimensions of nomophobia: Development and validation of a self-reported questionnaire. Computers in Human Behavior 49: 130-137. https://doi.org/10.1016/j.chb.2015.02.059.

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• Description of 1600-SZD-SPEC-FMO-KM in USOSweb