<![CDATA[Abstract. One of the problems many college students face is academic procrastination the habit of intentionally putting off assignments even while being aware of the consequences. This procrastination is linked to the use of social media, particularly TikTok. Social media use is associated with anxiety and the fear of missing out on experiences or information shared by others on social media (FoMO). This study aims to determine the effect of FoMO on academic procrastination among TikTok-using students in Bandung City. A quantitative approach with a non-experimental causal design was used. Data were collected through an online survey of 412 TikTok-using students in Bandung City using convenience sampling, with the ON-FoMO and MAPS-15 instruments. Data were analyzed using simple linear regression. Results show that FoMO has a significant positive effect on academic procrastination (F = 1327.058; t = 36.432; Beta = 0.870; p < 0.05), accounting for 76.4% of the variance (R² = 0.764). Most respondents fell into the high-FoMO (72%) and high-procrastination (77%) categories, with Need to Belong as the most dominant FoMO aspect. These findings underline the importance of psychoeducational interventions on social media use management to reduce academic procrastination among students. Abstract. One of the problems many college students face is academic procrastination the habit of intentionally putting off assignments even while being aware of the consequences. This procrastination is linked to the use of social media, particularly TikTok. Social media use is associated with anxiety and the fear of missing out on experiences or information shared by others on social media (FoMO). This study aims to determine the effect of FoMO on academic procrastination among TikTok-using students in Bandung City. A quantitative approach with a non-experimental causal design was used. Data were collected through an online survey of 412 TikTok-using students in Bandung City using convenience sampling, with the ON-FoMO and MAPS-15 instruments. Data were analyzed using simple linear regression. Results show that FoMO has a significant positive effect on academic procrastination (F = 1327.058; t = 36.432; Beta = 0.870; p < 0.05), accounting for 76.4% of the variance (R² = 0.764). Most respondents fell into the high-FoMO (72%) and high-procrastination (77%) categories, with Need to Belong as the most dominant FoMO aspect. These findings underline the importance of psychoeducational interventions on social media use management to reduce academic procrastination among students.]]>
