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Fear of Missing Out (FoMO) is associated with self-reported problematic smartphone use (PSU) severity, but there is little investigation that includes objectively measured smartphone use. The aim of the current study was to provide insights into this domain. We combined the partially published data from two previous U.S.-based studies with college student samples that tracked smartphone use data with a different focus from the current study. Both data sets included socio-demographic measures, FoMO and PSU scale scores, and data for objectively measured screentime and frequency of screen unlocks over a week, amounting up to more than a thousand observations. FoMO had a strong correlation with self-reported PSU severity; however, FoMO was not associated with objectively measured smartphone use variables. FoMO did not predict behavioral smarthpone use over a week in multilevel modeling for repeated measures. Even though FoMO is a strong predictor of self-reported PSU severity, it does not predict objectively measured smartphone use.

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Numerous psychological variables are associated with self‐reported/estimated smartphone use in college students. However, less is known about how additional psychological variables involving academic study and productivity relate to objectively‐measured smartphone usage, such as procrastination, surface learning, and academic productivity. We administered psychological surveys to 103 college students from an American university and collected their objective smartphone use data using the iPhone's Screentime feature. Levels of depression, anxiety, and stress symptoms, as well as greater procrastination and surface learning, mildly‐to‐moderately inversely correlated with the number of objectively‐measured phone pickups/screen‐unlocks. Academic productivity moderately inversely correlated with objectively‐measured smartphone use minutes. Unemployed students had more pickups and received more notifications. Results are discussed in the context of theory on pathways to excessive internet use, and the threaded cognition model of cognitive task interference.

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