مقارنة نماذج عاملية مختلفة لمقياس الخوف من الفقد لدى عينة من طلبة الجامعات السعودية

Abstract

A Comparative Analysis of Different Factor Models for the Fear of Missing Out Scale among a Sample of Saudi University Students

Abstract:

This study aimed to compare different factor models of the Fear of Missing Out (FoMO) Scale among Imam Mohammad ibn Saud Islamic University students. The study employed a descriptive-analytical methodology. A FoMO scale was developed based on previous studies, with items designed to align with psychological theories relevant to the models under comparison. A sample of 629 students, drawn from both humanities and science faculties, was selected using the snowball sampling method. The study's ethical guidelines were announced at the outset of the online survey, and informed consent was obtained from all participants. Statistical analysis was conducted using Jamovi 2.5.6. An exploratory factor analysis (EFA) was performed using principal components without rotation, revealing that the three-factor model explained 51.6% of the variance. The number of factors was determined using principal axis factoring in the exploratory analysis, which identified two factors accounting for 37% of the total variance. Similarly, a five-factor model was generated, explaining 48.8% of the total variance. Confirmatory factor analysis (CFA) was conducted to evaluate the competing models, and the study concluded that the three-factor model was the most accurate in explaining FoMO, particularly in the context of Self-Determination Theory. The two-factor model was ranked second. The first factor, representing independence and personal autonomy, was consistent and robust in both the three-factor and two-factor models, indicating strong factor cohesion and item quality. However, this same factor was split into two separate components in the five-factor model. The correlation factor (in the three-factor model) and the positivity factor (in the five-factor model) were the most cohesive. The two-factor model outperformed others regarding reliability coefficients, suggesting it effectively captures subtle individual differences in students' performance on the FoMO scale.