Literacy_Not_Discernment_calibrated_memberships_N417_Khan, Jashim (2026)

Description

This study tests the assumption that 'students who know how to find and evaluate information will tell fake from factual messages' with an asymmetric, case-based approach rather than the symmetric, variable-directional logic of structural equation modeling. Each of 417 undergraduate business and tourism students in a Sino-British program judged one real and one fake online message (a job advertisement, a corporate social responsibility claim, a health-care website, or a news report). Fuzzy-set qualitative comparative analysis (fsQCA) examines four set-theoretic propositions linking need for cognition, habitual tendency, lack of involvement, information-literacy knowledge, confidence, cue evaluation, and credibility.

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Funders

• University of Surrey

  England, Guildford

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