Akademik Veri Yönetim Sistemi
Deviant Behavior, 2025 (SSCI, Scopus)
With the increasing integration of digital technologies into higher education, university students frequently interact with technology-supported learning environments. While such environments offer significant advantages, they also give rise to psychological challenges such as technostress. This study investigates the relationships among Fear of Missing Out (FoMO), digital addiction, and technostress among university students and identifies distinct student profiles through cluster analysis. Data were collected from 428 students using validated scales. Structural equation modeling revealed that FoMO significantly predicts both digital addiction and technostress, while digital addiction also mediates the relationship between FoMO and technostress. Cluster analysis identified three distinct student profiles: Digital Resilients (low FoMO, addiction, and stress), Digital Balance Seekers (moderate levels), and Digitally Strained (high levels). These profiles reflect varying levels of person–environment and person–technology fit. The findings contribute to theoretical frameworks by demonstrating the interplay among psychological and behavioral variables in digital learning contexts. Practical implications include the need for targeted interventions such as digital wellness programs, psychoeducational support, and digital detox strategies.