Fear of missing out predicts loneliness through psychological and social pathways among doctoral students

Loneliness is a growing concern among doctoral students, yet limited research has examined digital-age stressors as potential risk factors. Fear of Missing Out (FoMO) may heighten loneliness by fostering constant social comparison and online vigilance, which reduce authentic social engagement and amplify feelings of exclusion. While FoMO has been linked to emotional distress in younger student groups, its psychological and social mechanisms in doctoral education remain underexplored. This study examines whether Sense of Coherence (SoC) and Social Connectedness (SC), two protective factors against loneliness, mediate the FoMO-loneliness relationship. A cross-sectional survey was conducted among 626 doctoral students (51.4% male, 48.6% female; mean age = 28.6 years, SD = 3.2) from public and private universities in Putian, China. Participants completed validated self-report measures of FoMO, SoC, SC, and loneliness. Data were analyzed using correlation and parallel mediation analysis via PROCESS Macro (Model 4), controlling for age and gender. The results indicated that FoMO was positively associated with loneliness and negatively associated with both SoC and SC. Both SoC and SC significantly predicted lower loneliness. Parallel mediation analysis confirmed significant indirect effects of FoMO on loneliness through both mediators, with the path through SC being slightly stronger. All scales demonstrated strong internal consistency, and model fit indices supported construct validity. The findings suggested that loneliness among doctoral students is shaped not only by external digital influences such as FoMO but also by internal psychological resources and social integration. To address loneliness in doctoral education, targeted interventions should aim to reduce FoMO-related stress, strengthen students' SoC, and foster meaningful peer relationships within academic environments. Doctoral training programs should consider embedding structured peer support, resilience-building activities, and digital wellness education as part of broader efforts to support student well-being.