Abstract
Background
The fear of missing out (FoMO) is characterised by constant worry about missing out on rewarding experiences. However, the worry arising from FoMO affects both self-regulation and executive functioning.
Purpose
The main purpose of the study was to explore the relationship between FoMO and executive functioning, keeping self-regulation as the mediating variable.
Methods
A cross-sectional correlational design was used. The sample size was 455 university students with an age range of 18–24 years. The Fear of Missing Out Scale, Short Self-Regulation Questionnaire and Executive Skills Questionnaire were used. Regression analysis was done using Statistical Package for the Social Sciences v26, and mediation analysis results were obtained through PROCESS Macro (Model 4).
Results
Regression results pointed out that FoMO explained 18% of variance in executive functioning (β = –0.43, p < .001) and 16% of variance in self-regulation (β = –0.39, p < .001). Higher FoMO was related to poorer self-regulation and executive functions. Mediation analysis revealed that self-regulation partially mediated the FoMO–executive functioning relationship, with significant indirect effects (B = –0.66, SE = 0.07, 95% CI [–0.83, –0.52]) and direct effects (B = –0.83, SE = 0.13, 95% CI [–1.10, –0.56]).
Conclusion
FoMO negatively affects both self-regulation and executive functions, with self-regulation acting as a significant mediator through both direct and indirect pathways. These findings suggest the need for building self-regulatory skills to protect oneself from FoMO’s negative effects.
Introduction
Young adults today have constant access to their peers, content and various social media platforms through their smartphones and other digital devices. Smartphone usage has become a defining feature of their lives.1–3 While digital connectivity supports interpersonal communication and relationships, identity formation and even information access, unrestrained usage is also associated with difficulties in their cognitive, emotional and behavioural functions.4–8 Young adults, when constantly being digitally connected, may show increased distraction, reduced face-to-face interaction skills and poor sleep patterns, all of which can influence their day-to-day functioning.9–11 Digital connectedness also reinforces the constant checking of smartphones and social communication platforms, leading to increased susceptibility to fear of missing out (FoMO) and external validation.12–15
FoMO’s Precursors and Consequences
The increased shift to social interactions on virtual platforms has led to FoMO becoming a widespread phenomenon. FoMO is often understood as the continual and frequently uneasy sensation that other individuals are participating in more gratifying or enjoyable experiences, making one feel bound to continually check social media content. This urge is based on the belief that one is constantly being left out while others are having more rewarding experiences.15–17 The two components of FoMO are the perception of being left out and the compulsive action to stay connected.18–20 As FoMO builds up, it takes over every aspect of an individual’s life, that is, psychological and physiological, and even impacts social functioning inversely. 21
The incessant FoMO on the fun part becomes a precursor for FoMO to be associated with various negative consequences, namely stress, anxiety and depression,17, 22 phubbing23, 24 and reduced life satisfaction. 25 FoMO not only leads to negative emotional experiences but also presents challenges in cognitive functioning, diminishing an individual’s focus, time management and self-regulation.26, 27
FoMO and Executive Functioning
While digital connectedness has benefits leading to growth opportunities, its unregulated use may disrupt the regulatory systems needed for everyday functioning, fragment attention and reduce the capacity for sustained engagement, leading to deficits in executive functioning.28–30 They are necessary for adaptive functioning and include essential processes such as working memory, cognitive flexibility, inhibitory control, sustained attention, planning, organising, time management, emotional regulation and metacognition.31–34
Considering the neurobiological aspect, the prefrontal cortex is the main part of the brain which controls executive functions. It is responsible for everyday tasks such as planning, decision-making and judgement. However, for individuals experiencing FoMO, managing these executive functions is very difficult, affecting the overall cognitive performance.34, 35
Constant exposure to social media and experiencing FoMO-related anxiety lead to compromised executive functioning skills. 36 Recent studies from the last decade have also pointed out that FoMO negatively affects executive functioning, 34 especially attention span, response inhibition and emotional regulation.37, 38 Several studies clearly mention that the constant notifications and push messages from social media usage create task interference and information overload, delaying the process of achieving a set goal. 39 This information overload plus emotional dysregulation, which FoMO brings along, leads to poor academic performance and compromised overall well-being. In addition to task initiation and reduced goal-directedness, FoMO is also associated with impulsivity,40, 41 lack of focus, 42 poor time management and failure in prioritising tasks, 43 reflective thinking, 44 failure in sequential planning 45 and reduced problem-solving skills. 46 However, much importance needs to be paid to understanding the effect of FoMO on global executive functioning skills. 46
FoMO and Self-regulation
FoMO is also linked with self-regulation, more particularly in academic settings. Self-regulation is defined as one’s ability to regulate thoughts, behaviours and emotions while pursuing goals. 47 Self-regulation and executive functioning skills are components that are very closely intertwined constructs and play a pivotal role in cognitive and behavioural development. Key aspects of self-regulation include self-monitoring, which involves awareness about one’s thoughts, emotions and behaviour, and also having the ability to consciously introspect whether they are in sync with an individual’s personal goal or not. 48 Self-control is the second aspect, which involves the capability to suppress one’s impulses of behaviour and thoughts from the temptations that can distract them from the long-term goal. 49 Finally, self-reflection, which is the process of introspection of their actions and a behavioural response in a particular situation. 50 Deficits in self-regulation can further impair attention, impulse control and goal orientation. FoMO is seen to be associated with behaviours which reflect poor self-monitoring, multitasking, constant checking of social networking sites and challenges in disengaging from being online. 51 Therefore, individuals with greater levels of FoMO can have difficulties in delaying gratification and impulse control, more so in the social media engagement context. FoMO may also deplete self-regulatory capacities, leading to poor outcomes in planning behaviour, managing time and emotional regulation. 52 Several researchers claim that self-regulation is a foundation for developing higher executive functioning skills. Higher self-regulation correlates with healthy emotional regulation, the ability to resist distractions and the continuation of goal-directed activities. 53 Meanwhile, dysregulation in self-regulation can impact the development of executive functioning skills, leading to poor decision-making skills and reduced adaptive behaviours.
The Relationship Between FoMO, Executive Functioning Skills and Self-regulation
As social media usage increases in an individual’s daily life, the prevalence of FoMO will continue to increase and take over different aspects of the user’s functioning. Thus, it is essential to understand the impact of FoMO on executive functioning skills and self-regulation in detail so that mental health practitioners can have an enhanced understanding of this persisting concern and accordingly design interventions and social awareness programmes to support individuals experiencing heightened and chronic FoMO.
Several researchers claim that self-regulation is a foundation for developing higher executive functioning skills. Carver and Scheier’s 48 Self-Regulation Theory provides a conceptual base for understanding the relationship between these three variables. In FoMO, there is a discrepancy due to FoMO on other experiences due to one’s current engagement. Continuous experiences of discrepancy in FoMO impact self-monitoring, and constant comparison processes further make it harder to initiate new tasks, stay focused on existing tasks or maintain goal-directed behaviour, impairing their executive functioning. Self-regulation is the process of assessing and correcting any discrepancy between current behaviour and desired goals, while executive functioning focuses on the moment-to-moment execution of corrected behaviours. Though self-regulation is sometimes perceived as a part of executive functions, it is a distinct process involving motivation, emotion and other factors to guide behaviour in appropriate directions. Higher self-regulation correlates with healthy emotional regulation, the ability to resist distractions and the continuation of goal-directed activities. 53
The current study, therefore, intends to understand the role of FoMO in executive functioning skills and also further explore the role of self-regulation as a mediator in the relationship between FoMO and executive functioning skills. Moreover, it was hypothesised that:
FoMO will have a significant inverse relationship with executive functioning skills. FoMO will have a significant inverse relationship with self-regulation. Self-regulation will function as a mediator in the relationship between FoMO and executive functioning.
Materials and Methods
Participants
This is a quantitative study with a correlational research design to understand the relationships between FoMO, executive functioning skills and self-regulation among 455 young adults. The sample comprised 455 young adults. Data for the study were collected using a convenience sampling method by the first author through an online call for participation on accounts of social media platforms for maximum outreach. The call contained a link for an online form. Convenience sampling was adopted to ensure rapid and wide access for data collection, considering the study’s focus on digital experiences such as FoMO. Online convenience samples are used extensively to increase accessibility and to capture naturally occurring variations in digitally mediated experiences. It also helps us to understand FoMO in a shared cultural context 54 while also still understanding the construct as a fundamental need for social connection. However, this may limit the generalisability of the findings. 55 G*Power 3.1, a popularly applied tool for power analysis, 34 was used to estimate the required sample size. 56 The suggested minimum sample size was 254 to achieve the desired power of 95% with an expected medium effect size set at 0.05. The present study has a sample of 455 participants, surpassing the minimum threshold to guarantee sufficient statistical power. As per the inclusion criteria of the study, participants with the ability to read and write in the English language, possessing a smartphone or laptop with internet access, and with a minimum of one active social media account were included in the study. Individuals diagnosed with any psychological disorders or those under psychiatric medication were excluded from taking part in the study through a self-reported screening question in the survey. The final participants included 96 men and 348 women. The mean age of the sample was 20 years (M = 20.71; SD = 1.61). While 127 individuals had at least two social media profiles, about 287 people were active on more than three social media platforms. Approximately 388 participants used social media for an hour daily, while the remaining participants used it for multiple hours.
Measures
Fear of Missing Out Scale: This scale was designed by Przybylski et al., 15 which assesses an individual’s intensity of anxiety or FoMO on social events or opportunities where friends/family are involved. Responses are measured on a five-point Likert scale. The total FoMO score is calculated by summing all 10 item scores (range: 10–50), with higher scores indicating greater FoMO levels. Reliability of the scale has been reported to range between 0.87 and 0.90. 11 The scale has been used previously by studies in the Indian context.
Short Self-Regulation Questionnaire (SSRQ): This self-report was designed by Carey et al., 57 having 31 items that assess an individual’s self-regulatory skills, using a five-point Likert scale with certain specific items being reverse-scored; high total scores indicate enhanced self-regulation. The psychometric properties of the scale demonstrate robust internal consistency (Cronbach’s alpha = 0.82–0.87) and satisfactory test-retest reliability (r = 0.80). Overall, this scale has strong construct and convergent validity through significant relationships with related domains like self-efficacy and impulsivity. This scale measures goal-directed behaviour, monitoring and self-control. It is conceptually aligned with the components of the self-regulation theory 48 since both view self-regulation as goal-directed behaviour. It has good psychometric properties in a university sample and has also been used by other studies in the Indian context.
Executive Skills Questionnaire: It is a 33-item self-report measure developed by Dawson and Guare 58 to assess executive functioning skills across 11 sub-domains. It is a seven-point Likert-type scale, and for this study, reverse scoring was done, such that higher scores represented better executive skills. It has strong content validity, as the scale is grounded in the theoretical model of executive skills by Dawson and Guare. 58 Even though the ESQ lacks formal psychometric validation in peer-reviewed journals, it provides a detailed understanding of executive functioning across 11 sub-domains. This assessment is also grounded in the well-established theoretical model of executive functioning 58 and helps in capturing how executive functioning findings manifest in real-life settings. This scale has also been used previously in the Indian context. It has been used in this study as it is a self-report measure that helps understand everyday difficulties and subjective cognitive experiences, which were the focus of this study, as opposed to performance-based tasks 59 that would have given the level of cognitive functioning. Given that the study is conducted on the student population and is a survey design, self-report measures are more commonly employed and appropriate.
Procedure
Prior to collecting data, ethical clearance was obtained from the Institutional Review Board. Following this, the tools were administered online using Google Forms. The Google Forms link was circulated among the potential participants. The first page of the form had brief information about the objective and purpose of the study. The respondents were assured of the confidential nature of their responses and had the autonomy to reach out to the researcher at any step during the data collection process. After obtaining informed consent from the participants, the form having all the measures included in the study was provided to them. The researchers debriefed the respondents and expressed gratitude for their participation at the end of the data collection.
Data Analysis
Descriptive statistics were calculated to examine the demographic characteristics of the participants. Pearson’s product–moment correlations were computed to explore the associations between FoMO and the selected correlates. Based on the significant correlations, mediation analysis was carried forward, bootstrapped for 5,000 iterations, and was used to measure the direct and indirect paths from FoMO to its correlates. A mediation model was run using PROCESS Macro to understand the role of self-regulation in the relationship between FoMO and executive functioning skills.
Results
SPSS v26 and the PROCESS macro (Model 4) for SPSS 60 were used to perform Pearson’s correlation, regression and simple mediation analyses. This study aimed to examine the impact of FoMO on executive functioning skills and self-regulation, and further explore the mediating role of self-regulation in the relationship between FoMO and executive functioning skills. Harman’s single-factor test was used to verify the potential common method variance. This method involves loading all items into a single exploratory factor to determine whether one factor accounts for the variance. 61 Results showed that a single factor accounted for 18.32% of the total variance, way lower than the critical threshold of 50%, 62 suggesting that common method bias is not a factor in the current study. Descriptive statistics of FoMO, self-regulation and executive functioning are mentioned in Table 1.
Means and Standard Deviations (SDs) of Fear of Missing out, Self-regulation and Overall Executive Functioning Skills (N = 455).
Pearson’s correlation coefficient was used to understand the relationship between FoMO, self-regulation and the overall index of executive functioning skills, along with various sub-domains of executive functioning skills, namely task initiation, response inhibition, sustained attention, time management, organisation, metacognition, planning, emotional control, working memory and stress tolerance. Table 2 shows several domains of executive functioning skills sharing significantly moderate correlations with FoMO, notably with task initiation (r = –0.40, p < .001), response inhibition (r = –0.34, p < .001), sustained attention (r = –0.31, p < .001) and time management (r = –0.30, p < .001). Similarly, there were other domains of executive functioning skills which shared significant negative correlations with FoMO, primarily organisation (r = –0.28, p < .001), metacognition (r = –0.23, p < .01), planning (r = –0.16, p < .001), emotional control (r = –0.16, p < .001), working memory (r = –0.16, p < .001) and stress tolerance (r = –0.15, p < .001). These results suggest that with an increase in FoMO, there will be a decrease in task initiation, response inhibition, sustained attention, time management, organisation, metacognition, planning, emotional control and working memory. The results clearly indicate that higher levels of FoMO were associated with lower scores in various domains of executive functioning skills.
Summary of Intercorrelations Between Fear of Missing Out (FoMO) and Dimensions of Executive Functioning Skills and Self-regulation.
Two other significant domains of executive functioning, goal-directedness (r = 0.02, p > .05) and cognitive flexibility (r = 0.02, p > .05), remained unaffected by FoMO. However, the relationship between FoMO and self-regulation was found to be significant (r = –0.39, p < .001). This clearly suggests the theoretical basis of FoMO, as well as that individuals with heightened FoMO have poor self-regulation. Although some subdomains of executive functioning were not significantly related to FoMO, overall total executive functioning showed a negative correlation with FoMO (r = –0.43, p < .001).
In order to understand how FoMO influences various domains of executive functioning skills, a simple linear regression was done. The regression analysis indicated that FoMO had the maximum impact on task initiation (β = –0.40, p < .001). Similarly, FoMO was seen to have moderate predictive power on response inhibition (β = –0.34, p < .001), sustained attention (β = –0.30, p < .001) and time management (β = –0.29, p < .001), explaining FoMO’s role in an individual’s cognitive performance and overall behavioural regulation. Other domains of executive functioning skills, like organisation (β = –0.27, p < .001) and metacognition (β = –0.22, p < .001), also showed significant negative effects but with slightly weaker strength. Even though the predictive effects of FoMO on planning (β = –0.16, p < .001), working memory (β = –0.15, p < .001), emotional control (β = –0.16, p < .001) and stress tolerance (β = –0.15, p < .001) were significant, they were comparatively weaker. Goal directedness = 0.02 (p = .66) and flexibility = 0.01 (p = .72) showed no significant effect. Finally, FoMO also significantly predicted self-regulation (β = –0.39, p < .001), resulting in 16% of variance in self-regulation (R2 = 0.16) and executive functioning skills (β = –0.43, p < .0001), resulting in 18% of variance in executive functioning skills (R2 = 0.18). Detailed results are shown in Table 3.
Simple Regression Analysis Estimates of Fear of Missing Out (FoMO), Executive Functioning Skills and Self-regulation.
Considering the outcomes of Pearson’s correlation and regression analysis, a simple mediation analysis was performed to test the mediating effect of self-regulation on the relationship between FoMO and overall executive functioning skills. Prior to this, the obtained data were analysed and were found to meet the assumptions of linearity, normal distribution and multicollinearity. The mediation model is shown in Figure 1. To determine the significance of the indirect effect, bias-corrected bootstrap tests were conducted using 5,000 samples at a 95% confidence interval. Self-regulation was found to have a significant indirect effect on the relationship between FoMO and executive functioning skills (B = –0.66, SE = 0.07, 95% CI = –0.83 to –0.52). Approximately 44% (effect size = 0.44) of the total effect of FoMO on executive functioning was mediated by self-regulation, indicating a substantial mediation effect. The direct effect of FoMO on executive functioning skills was also significant (B = –0.83, SE = 0.13, 95% CI = –1.10, –0.56). Overall, results indicate that the indirect effect of FoMO on executive functioning skills via self-regulation was statistically significant because the bootstrapped 95% confidence interval did not include zero (CI [–0.83, –0.52]), suggesting a partial mediation model. The findings are also mentioned in Table 4.
Testing the Pathways of the Mediation Model.
Simple Mediation Model of the Relationship Between Fear of Missing Out (FoMO) and Executive Functioning via Self-Regulation.
Discussion
The objective of the study was to understand the association between FoMO and executive functioning and further explore self-regulation as a mediating factor. The study’s findings supported all three proposed hypotheses, significantly contributing to the existing literature on the effects of FoMO on overall executive functioning skills. The strong negative correlation between FoMO and executive functioning even suggests that individuals having heightened FoMO may find it difficult to function in their daily lives because of their strong attachment to the digital world. The most critical finding was the relationship between FoMO and task initiation, as it may be associated with procrastination, and delaying the initiation of a task further affects individuals in achieving their set goals, regardless of one’s cognitive skills. Goal-directedness was also found to be affected negatively, but it was not statistically significant (p > .05). In conclusion, the findings point out that if task initiation is compromised, then individuals may find it difficult to make the transition from passive activities like social media use to active participation in day-to-day activities.
FoMO also significantly correlated with response inhibition and sustained attention. Individuals with heightened FoMO experience a constant desire to check social media notifications in order to stay updated and not miss out on any information which they perceive as important. Resisting these temptations requires a high amount of impulse control, and with limited cognitive resources, it becomes highly difficult to sustain one’s attention in doing what is required. Every time individuals try to control the urge to check their social media accounts, it may lead to further depletion of inhibitory control reserves, which could lead to difficulties in maintaining self-control. Neurophysiological findings provide evidence that FoMO consumes cognitive resources heavily, which ultimately impairs inhibitory control. 27 The brain’s executive functioning skill networks become burdened by the constant need to control the checking behaviour, as suppressing the impulse is more difficult. This could lead to difficulties in sustaining one’s focus on the task at hand.
Time management, which is another critical factor of executive functioning, was also shown to have a negative correlation with FoMO. Successful time management is important in life, for which a healthy balance between response inhibition and sustained attention is required. However, both components of executive functions are compromised due to FoMO. Constant monitoring of social media updates is associated with divided attention, which could contribute to distortion in time perception and failure in prioritising important work. As a result of failure in time perception, individuals often switch between activities of the real world and social media demands. This behavioural pattern aligns with the I-PACE model’s hypothesis, which states that anxiety-provoking states, like in FoMO, majorly reduce executive control and overtake the whole cognitive process, which could hamper the execution of goal-directed behaviours.63, 64 An intriguing and crucial finding was the relationship of FoMO with goal-directedness and cognitive flexibility. But the results were not statistically significant. Even though the results were not significant, they still require careful interpretation. There are two broad domains of executive functioning skills: ‘Hot executive functioning skills’, associated with emotionally charged situations, and ‘Cold executive functioning skills’, associated with planning, organising, and problem-solving tasks. 65 Hot executive functioning skills require immediate self-regulation to alleviate emotional distress, while cold executive functioning skills, such as goal-directedness, involve long-term vision and planning. It may be more resistant to momentary emotional spikes, which are associated with FoMO. However, if FoMO is experienced for a longer period, cold executive functioning skills may also be affected.
Similarly, cognitive flexibility, or the ability to shift thinking and adapt to new situations/environments, also remains insulated from the emotional fluctuations associated with social media-induced distress. FoMO certainly impairs moment-to-moment executive control and resists immediate temptations, but it may preserve long-term, advanced cognitive and strategic thinking.
The correlation between FoMO and self-regulation was found to be closely linked, indicating that higher FoMO is associated with a lower degree of self-regulation. To understand this finding, it is essential to understand self-determination theory as well, which stems from the concept of the incomplete need for connection. 66 When this need is not met, it creates distress, which could manifest as FoMO. Ultimately, this creates a ‘self-control dilemma’, where the confusion is between maintaining focus or giving in to the desire of checking the social media account. 67
The mediation analysis clearly suggested that both the direct and indirect relationships were significant, indicating partial mediation. Self-regulation was found to be a significant pathway, which affected executive functioning skills. FoMO also significantly affected self-regulation skills because of the constant demand for attention, plus emotional dysregulation. Thus, executive functioning gets affected via a dual process mechanism: FoMO-related anxiety (direct effect) and compromised self-regulation (indirect effect), both of which could have a detrimental effect on executive functioning.
Implications
The study findings propose significant theoretical and practical implications. FoMO though has a direct cognitive burden on executive functions, but there is also a partial explanatory pathway through self-regulation. The findings highlight the need to strengthen self-regulatory skills. Psychoeducation and interventions focused on mindfulness, metacognition and digital self-control skills. The study findings also highlight the importance of developing and teaching students about excessive use of digital media and FoMO as a phenomenon. 68 An intervention programme targeting the development of self-regulatory skills may act as a buffer against FoMO’s detrimental effects. There are specific mindfulness-based interventions that have demonstrated promising results in fostering a healthy relationship with digital media among students. 69 The findings also highlight the need for early identification of high FoMO, which in turn helps flag individuals with difficulties in sustenance of attention, impulse control and planning in academic environments. The study also builds evidence and a possible case for strong educational institution policies towards digital well-being through self-regulation training programmes and awareness on FoMO-inducing online practices.
Limitations
The cross-sectional design limits us from understanding causal inferences about directionality. Longitudinal studies are crucial to understand if FoMO causes executive dysfunctions or if poor pre-existing cognitive deficits increase the vulnerability to FoMO. The study used self-report measures in order to understand the executive functioning skills. Self-report measures can help understand daily-life executive functions; however, they may not be able to completely capture executive functioning as well as performance-based tasks. The complexity of executive demands requires the use of additional measures, probably objective measures, to get a thorough understanding of executive functioning skills. The use of the Executive Skill Questionnaire is one of the major limitations, but it was used to understand the detailed domains of executive functioning skills, which are hampered because of FoMO. No other scales provide such a detailed understanding.
As digital media holds no boundaries, the effects of FoMO are also global; thus, a study on a limited sample of a geographical area and collected online limits its generalisability. Even though the questionnaires were distributed to the general population, most of the respondents were females, limiting their generalisability. Further controlled studies are required, keeping the gender ratio equal.
Future Directions
This study highlights the need to develop an intervention plan; thus, developing and implementing various treatment plans using randomised controlled trials is important. Research focusing on differentiating trait FoMO (long-term tendency to feel FoMO in all domains, including real-life situations) and state FoMO (momentary feeling of FoMO triggered by a particular situation) is important, as intervention plans could have a scope of customisation.
Conclusion
This study helped us arrive at two major conclusions: primarily that FoMO has a negative effect on executive functioning skills, while second, self-regulation partially mediates the relationship. The domain-specific effects of FoMO on executive functioning skills helped in understanding which construct of executive functioning skills is affected the most and provided a framework and target on which the intervention should be built. The partial mediation indicates that FoMO operates through multiple mechanisms and requires a holistic level of intervention. Considering that the effects of inappropriate use of digital media are serious, mental health professionals and educational institutes need to pay attention to it. Enhancing self-regulatory skills holds the key to functioning optimally in the digitally connected world.
Footnotes
Authors’ Contribution
Akashdeep Ghoshal: Conceptualization, methodology, software, investigation, writing- original draft preparation, data curation and project administration.
Surekha Chukkali: Conceptualization, methodology, software, writing- reviewing and editing, project administration and supervision.
Oindrilla Mukherjee: Formal analysis, resources, writing-reviewing and editing.
Vardhini Krishnamurthy: Writing-original draft preparation, visualisation and resources.
Declaration of Conflicting Interests
The authors declared no potential conflicts of interest with respect to the research, authorship and/or publication of this article.
Funding
The authors received no financial support for the research, authorship and/or publication of this article.
Patient Consent
As per requirements, informed consent was obtained from all the participants before the initiation of data collection.
Statement of Ethics
Ethical approval was provided by the Research Ethics Committee at Christ University, Delhi-NCR, India (RCEC/00315/06/22).
