The article examines the impact of the FOMO phenomenon on students’ attention and academic motivation in the learning process. In the context of the rapid spread of digital technologies, social media platforms, and constant online communication, students increasingly experience anxiety related to the possibility of missing important events, information, or social interactions. This psychological state, commonly referred to as Fear of Missing Out, has become a significant factor influencing cognitive and motivational processes in education. The study analyzes the essence of FOMO, its psychological and pedagogical characteristics, and the mechanisms through which it affects concentration, sustained attention, task engagement, and motivation for academic achievement. The author argues that FOMO should be considered not only as a social-media-related behavioral tendency, but also as a factor that may reduce the quality of learning by increasing distractibility, weakening self-regulation, and shifting motivation from intrinsic academic goals toward external digital stimuli. Based on theoretical analysis, it is substantiated that the influence of FOMO on students’ learning activity manifests itself in decreased attentional stability, fragmented cognitive processing, lower persistence in academic tasks, and fluctuations in academic motivation. It is concluded that the pedagogical understanding of FOMO is necessary for the development of effective strategies aimed at supporting students’ concentration, emotional balance, and motivation in contemporary educational environments.
Nurlan Mammadov (Sat,) studied this question.