Adrian Atsil GhaisanaArsy Kayyasa Wafi RandanGayatri Bhanurasmi Achmad PutriJihan Hafidzah AzariaArina Haque2025-11-192025-11-192025Adrian Atsil Ghaisana, Arsy Kayyasa Wafi Randan, Gayatri Bhanurasmi Achmad Putri, Jihan Hafidzah Azaria4, Arina Haque (2025). The Dual Effect Of Fear Of Missing Out (FOMO) On Learning Patterns In Students. Insan Junior Researcher International Conference & Innovation (IJURECON) 2025, 375–382. https://raudahusim.sharepoint.com/:b:/s/USIM-eDocs/EfVkn9zP4m9HniZRvI2XhQMBlU12RcfdxRZHlzdrKyiznQ?e=syZY7bhttps://raudahusim.sharepoint.com/:b:/s/USIM-eDocs/EfVkn9zP4m9HniZRvI2XhQMBlU12RcfdxRZHlzdrKyiznQ?e=syZY7bhttps://oarep.usim.edu.my/handle/123456789/27995Insan Junior Researcher International Conference & Innovation (iJURECON) 2025 : “STREAM for a Better Future/ editor : Ahmad Fuad Mohamad Amin, Nurul Shazwani Binti Mohamed, Rossidi Bin Usop, Abdel Rahman Ibrahim Suleiman Islieh Organised by Kolej PERMATA Insan 10-11 October 2025Fear of Missing Out (FoMO) is a psychological phenomenon characterized by anxiety about missing out on valuable experiences, and it is very common among Generation Z students, particularly those active in digital media. Social media platforms reinforce FoMO through trending content that encourages repeated access, both for entertainment and information. While FoMO can stimulate creativity and accelerate learning, excessive exposure risks generating anxiety, social comparison, and decreased concentration. This study aims to determine how Fear of Missing Out (FoMO) affects the learning patterns of MAN 2 Kota Malang students and what impacts FoMO has on their learning patterns. The study is grounded in Erik Erikson’s psychosocial development theory, particularly the identity vs. role confusion stage, where adolescents form identity through social interaction and digital engagement. A mixed-method approach was employed, collecting quantitative data through questionnaires and qualitative data through interviews and observations. Quantitative analysis used a Likert scale to measure FoMO tendencies, while qualitative data were analyzed using Miles & Huberman’s model. The research focuses on the positive side that encourages learning participation and the negative side that disrupts focus and fosters dependence on social media. The findings are expected to serve as a reference for educators and stakeholders in designing strategies to minimize FoMO’s negative impacts while utilizing its positive aspects to enhance students’ engagement and academic achievementen-USFear of Missing Out (FoMO)social medialearning motivationlearning patternstudentstext::conference output::conference proceedings::conference paper375382