The aim of this study is to examine predictiveness of digital literacy, academic performance, and fear of missing out (FoMO) variables on social media usage (SMU) status.
This relational study was conducted with participation of 1,284 students. For collection of the data a self‐description form and also four other different data collection instruments were utilized. Data were analyzed through descriptive statistics and linear multiple hierarchical regressions analysis.
At the end of the study, demographic variables were observed to be the most important predictor of SMU experiences. The consequence was reached that digital literacy was the most important variable, which predicted SMU frequencies and use of social media environments with purposes of social interaction, communication, and education. Additionally, FoMO is important in terms of explaining the number of friends/followers in social media environments, and students’ use and usage attitudes of social media environments for the purposes of knowing and being known.
In this study, the relationship among the age variable and SMU frequencies and use of social media environments for the purpose of knowing and to be known and for the purpose of education came out to be in a negative direction. In line with these consequences, some practical suggestions can be made on SMU patterns.