The Development of a Measuring Instrument for Substance Abuse Media Literacy Scale in Students: Erratum

The media and mass media, which are used extensively in our age, affect individuals in terms of political, cultural, economic and education. The correct and critical use of media requires media literacy and critical thinking skills, among 21st-century skills. Individuals with these skills are required to interpret, evaluate and analyze the information obtained through mass media with a critical perspective. The concept of media literacy is an interdisciplinary concept that falls under the scope of both communication sciences and educational sciences. The aim of the study is to reveal the media literacy and critical thinking skill levels of teacher candidates and the relationship between media literacy and critical thinking skill levels. The survey model, which is one of the quantitative research methods, was used in the study. The study sample consists of 185 Science, Turkish and Classroom teacher candidates studying at different grade levels in the education faculty of a state university in the 2018-2019 academic year. Data were collected using a personal information form, Media Literacy Scale and Critical Thinking Tendency Scale. In the data analysis, descriptive statistics, Kolmogorov-Smirnov test to look at the normality of the distributions, Mann-Whitney test and Kruskal-Wallis test to look at the difference between the variables were used. As a result of the study, it was found that pre-service teachers’ media literacy and critical thinking skills did not show a significant difference according to gender, duration of internet use and the primary function they sought in TV programs. In addition, while the critical thinking skill level of the pre-service teacher does not differ according to the grade level and department, the media literacy skill levels of the pre-service teachers vary according to the grade level and department. In terms of social media tools, it was found that pre-service teachers with high critical thinking levels preferred to use Twitter more, while pre-service teachers with high media literacy levels preferred Twitter and Facebook. In addition, it has been determined that there is a statistically positive relationship between critical thinking and media literacy levels.

BackgroundIn this technologically advanced era, media literacy is necessary to effectively evaluate the information and understand various biases inherent in media messages. Several media literacy (ML) tools are available; however, we need generic and objective tools that can be applied to all forms of media messages.ObjectivesThe current study aimed to develop and validate an objective and generalized measure of media literacy based on the previously available tools. This study suggested that the access component should be removed from the media literacy tools as recommended in previous literature.MethodsThe total of 386 respondents, both males and females, were recruited from different universities in Lahore. The age of the sample ranged from 18 to 25 (M=20.98, SD=2.12), with an approximately equal proportion of males (47%) and females.Results and ConclusionsThis study proposed a compact Media Literacy Scale (MLS) with 3 constructs: analyze (09 items; α=.76), evaluate (08 items; α=.72), and comprehend (07 items; α =76). This 24 items scale explains 55.4% variance was administered to 386 respondents aged 18 to 30 years (M=20.98, SD=2.12). This developed scale will help assess the baseline level of media literacy in the audience so that in the future, evaluation of the efficacy of media literacy, and media literacy programs could be provided.

In this study was aimed to determine affect the choice of profession, career selection qualifications and the effect of media literacy on the choice of profession in health sciences students. The descriptive and cross-sectional research was carried out on a University Faculty of Medicine, Faculty of Dentistry, Nursing Department, Nutrition and Dietetics Department, Physiotherapy and Rehabilitation Department, Health Management Department undergraduate programs. The students who accepted to participate constituted the sample group. “Student Identification Form", “Media Literacy Scale” and “The Scale of Occupational Choice Capability” were applied. While 91.9% of the participants chose the section “willingly” and "interest" factor was the most important factor in. While 0.9% of the students stated they used the Internet "very rarely", 91% stated they used it “every day", and it was found they used the Internet 4.77±4.31 hours per day. A positive and significant relationship was found between the students' scores from " The Scale of Occupational Choice Capability” and “Media Literacy Scale" and this relationship was found to be weakly. These age groups should be provided with the necessary public and social support during the career selection periods and to improve media literacy.

This study aimed to investigate the predictive role of critical thinking dispositions and new media literacies on the ability to detect fake news on social media. The sample group of the study consisted of 157 university students. Sosu Critical Thinking Dispositions Scale, New Media Literacy Scale, and fake news detection task were employed to gather the data. It was found that university students possess high critical thinking dispositions and new media literacies as well as high fake news detection abilities and there is a positive and moderate relationship among these variables. Also, this study revealed that critical thinking dispositions and new media literacies significantly predicted university students’ abilities to detect fake news on social media and they together explained 18% of the total variance on fake news detection. Besides, university students’ critical thinking dispositions presented a larger effect on their abilities to detect fake news than new media literacies.

A Research on Book Reading Habits and Media Literacy of Students at the Faculty of Education

The prevalence of obesity in young people around the world. The written and visual media have an important role to play in increasing student awareness in the prevention of obesity. This study was planned with the aim of determining the effect on attitudes and beliefs concerning obesity of the levels of media literacy of university students. This cross-sectional descriptive study was conducted with 300 obese students. The Media Literacy Scale, and the Obesity Health Belief Model Scale were used in the collection of data for the study. The Student t test and the one-way ANOVA test were used in the analysis of the data. A weak, positive statistically significant correlation was found between media literacy and the subscales of perceived severity, perceived barriers, and perceived benefit (p < .05). A weak positive correlation was found between the subscales of possessing knowledge, the ability to analyze and form a response, and the ability to judge and see hidden messages, and the sub-scales of perceived severity, perceived barriers, and perceived benefit (p < .05). It was found in this study that the media literacy of obese students was at a medium level, and that media literacy affected their attitudes and beliefs regarding obesity. It is recommended that the visual media should broadcast short audiovisual educational films at regular intervals on the prevention of obesity.

ABSTRACTExisting literature has demonstrated that cultivating media literacy skills may optimize various indicators of student success. However, limited research has been conducted to examine how media literacy programs can improve effective consumption and production of media contents. The present research addresses these gaps through providing preliminary evidence about the effectiveness of BeNetWise, which is a two‐year project launched in Hong Kong to educate youth on proper attitude and behavior in the cyberworld. This study was based on a sample of 196 secondary school students who participated in the media literacy intervention. The Chinese version of the New Media Literacy Scale was used to assess functional consumption, critical consumption, functional prosumption and critical prosumption. The results indicated that students who were exposed to this program significantly improved on functional consumption, critical consumption and critical prosumption. Findings point to the advantageous impacts of the BeNetWise project on the adaptive consumption and production of various media contents.

This chapter aimed to investigate the predictive role of new media literacy levels and critical thinking dispositions of university students on their digital citizenship levels. The study was carried out with 124 university students studying in different departments of a state university in Türkiye, and the data were gathered using New Media Literacy Scale, Sosu Critical Thinking Dispositions Scale, and Digital Citizenship Scale. It was concluded that university students had high new media literacy levels and critical thinking dispositions while they presented moderate digital citizenship levels. Also, university students' new media literacy levels and critical thinking dispositions had a moderate and positive relationship with their digital citizenship levels. It was also concluded that university students' new media literacy levels and critical thinking dispositions significantly predicted their digital citizenship levels, and they together explained 17% of the total variance on their digital citizenship levels.

This study explores the relationship between new media literacy (NML), psychological flexibility (PF), and unconditional self-acceptance (USA) in shaping the psychological wellbeing (PWB) of Generation Z. With a focus on university students aged 18 to 25, this research employed a purposive sampling method to gather data from 233 participants through online surveys. The online survey consists of four sections: New media literacy scale, Acceptance and action questionnaire (AAQ-II), The Psychological Wellbeing Scale (PWBS), and Unconditional Self-Acceptance Questionnaire (USAQ). Statistical analysis using the Bootstrap method revealed that NML significantly impacts PWB both directly and indirectly through serial mediation by PF and USA. The results revealed a significant indirect effect of NML on PWB through PF and USA (b = -0.013, t = 1.800). Furthermore, the direct effect of NML on PWB in the presence of the mediators was also found to be significant (b = 0.156, P = 0.002). There is partial serial mediation of PF and USA on the relationship between NML and PWB. This study revealed the crucial role of MML in enhancing PWB through the serial mediation of PF and USA among Generation Z. These findings suggest the potential of targeted digital literacy programs as effective tools for improving mental health in this digitally immersed generation.

Objectives: Electronic health literacy plays an increasing role for people to protect and promote their health today. To increase the level of eHealth literacy of individuals helps to increase their capacity to meet their health needs. The aim of this study was to define the level of eHealth literacy of university students studying other than health science and its correlation with health literacy, digital literacy, media and television literacy, and screen time. Methods: This cross-sectional study was carried out by 476 trained undergraduate students in Bartin University, Turkey. In this study, a questionnaire, Health Literacy Scale, E-health Literacy Scale in Adolescents, Digital Literacy Scale, and Scale of Media and Television Literacy Levels were used as data collection tools. Results: The eHEALS score did not significantly differ according to sociodemographic characteristics of students. Multiple linear regression analysis found that digital literacy, the addiction of media and television, literacy of media and television, and health literacy significantly affect electronic health literacy. Conclusion: To increase students’ digital and media literacy will provide a significant contribution to improve their eHealth literacy skills to be healthier adults and older adults in their future life. Additionally, it is recommended that curriculum should include courses that develop students’ digital literacy levels.

Introduction. One of the priority areas of modern mathematical education is the formation of a media-literate generation, whose professional activities are directly related to the prosperous existence of a person, in an era of unprecedented influence from the world of media. The purpose of the study is to identify and test the methodological conditions that ensure the development of media literacy of students – future biotechnologists in the process of teaching mathematics at the university. Materials and methods. The research involved 150 students of the Vyatka State University majoring in 19.03.01 Biotechnology training program. The main methods for measuring media literacy, presented by the New Media Literacy Scale (NMLS), was supplemented with diagnostic tools from specially designed contextual mathematical problems, based on real news reports. Statistical analysis of the obtained results was performed using the Pearson's χ2 test and the Mann-Whitney U test. KEYWORDS Results. The features of the formation and assessment of media literacy of students – future biotechnologists using mathematics based on modern research are presented for the first time. A number of methodological conditions have been formulated to ensure the development of this type of literacy, which clarifies and expands the understanding of the system of mathematical training for bachelor biotechnologists. Of primary importance for the development of media literacy skills is the solution of problems compiled on the basis of authentic media texts that are directly related to the social, professional and personal lives of students. Attention is also paid to data visualization, building mathematical models, mastering the apparatus of mathematical statistics, and using online Math tools. Additionally, diagnostic tools have been developed and tested. Its key feature is that the student does not work in a simulated environment, but in a real socio-scientific problem of the incidence of COVID-19. The effectiveness of the intervention based on the described conditions was confirmed by significant differences (Uemp. = 83; p &lt; 0,01). Conclusion. The identified methodological conditions and the proposed diagnostic tools can be used to develop media literacy skills of students of natural sciences in the process of teaching mathematics at a university.

This study aims to determine the effect of a university elective course focusing on gender on students' gender attitudes, critical thinking dispositions, and media literacy skills. The research design was quasi-experimental, and the study was conducted with a pretest/posttest control group. The sample of the study consisted of 74 students who took a course on gender during the fall semester of the 2016-2017 academic year and 70 students who had similar characteristics but did not receive the course. In the pretest and posttest evaluation conducted in the first week and the last week of the semester, respectively, the Student Information Form, the Gender Roles Attitude Scale (GRAS), the Critical Thinking Dispositions Scale (CTDS), and the Media Literacy Scale (MLS) were administered to the students in both groups. The Course Satisfaction Assessment Form was administered at the end of the term to the students who enrolled for the gender course. The GRAS scores of the experimental group increased at the end of the course (p&lt;0.05). The GRAS total mean scores of both the groups were similar in the pretest, but there was a statistically significant difference between their total mean scores in the posttest (p&lt;0.05). This study recommends more comprehensive and long-term studies on integrating a gender course into the university curriculum, which will help develop students' critical thinking disposition and media literacy skills and raise awareness of gender equality among students.

Development and validation of New Media Literacy Scale (NMLS) for university students

BackgroundSubstance abuse is the actual psychosocial harm, especially in young people confronted with content marketing in nowadays media environment, a risk factor for experiencing substance abuse. Based on the literature review, education designed based on the cognitive-behavioral model and planning models, such as using a social marketing framework, is the most effective method to prevent addictive substance abuse. Also, media literacy related to substance abuse and the prototype willingness model is considered a new integrated approach to present the intervention measures’ desired results.MethodsThe present study evaluates an intervention program based on media literacy on substance abuse prevention among students using an integrated social marketing approach. This study aims to complete the SMART model’s sixth and seventh stages, implementing intervention and evaluation. Participants will be students of Hamadan University, Iran. Randomization will occur at the university and school levels, and gathered data will appear at two-time (i.e., pre-test and three months follow-up). Intervention group students will obtain both substance abuse prevention education and substance abuse media literacy (SAML) education between pre-test and 3 months post-test. Students in the delayed intervention will be given this education after study accomplishment; this group will receive their regular courses except for substance abuse prevention and media literacy titles during education intervention. The outcome variables are intentions and substance abuse behavior based on prototype willingness and substance abuse media literacy.DiscussionEvaluation of Substance abuse prevention and substance abuse media literacy education must be careful to ensure that they effectively enable people, especially in youth in the new media ecology and unique “Infomedia” ecosystems, in the current digital society. The SAML education plan’s evaluation has the first web-based education program in universities. No prior research has psychometrically considered SAML in students in the SMART model’s sixth and seventh stages.Trial registrationIRCT20200914048719N1. Registered on June 30, 2021.

Many scholars argue that media literacy is crucial for the development of citizenship and political engagement, especially in the digital environment. While a positive relationship between news consumption and political participation has long been established, we still lack sufficient knowledge on how media literacy influences political participation. Studies about the connection between media literacy and political engagement do not point to a clear relationship between the two. Most studies on media literacy and participation focus on young media users, overlooking generational differences in news consumption. Moreover, studies should also acknowledge the expanding repertoires of political participation in a digitally networked environment. This study uses a news media literacy (NML) scale and an extended political participation scale to analyse the relationship between media literacy and different dimensions of political participation, taking into account generational differences among news audiences. Data from the survey on media literacy is used, and regression analysis is used to assess the relationship between media literacy and political participation. The results are not unequivocally in line with the normative understanding of the relationship between media literacy and civic engagement. Although media literacy education programmes have a positive impact on some forms of political participation, there is no significant relationship between news media literacy and political participation. There is also a generational gap in news media literacy and political participation. The results call for further validation of the NML scale and research of inequalities in news media literacy.