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Autor/inn/enApuke, Oberiri Destiny; Omar, Bahiyah
TitelModelling the Antecedent Factors That Affect Online Fake News Sharing on COVID-19: The Moderating Role of Fake News Knowledge
QuelleIn: Health Education Research, 35 (2020) 5, S.490-503 (14 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Apuke, Oberiri Destiny)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0268-1153
DOI10.1093/her/cyaa030
SchlagwörterCOVID-19; Pandemics; News Media; News Reporting; Deception; Foreign Countries; Social Media; Interpersonal Relationship; Sharing Behavior; Information Seeking; Social Networks; Influences; Predictor Variables; Mass Media Effects; Theories; Social Influences; Knowledge Level; Users (Information); Nigeria
AbstractWe proposed a conceptual model combining three theories: uses and gratification theory, social networking sites (SNS) dependency theory and social impact theory to understand the factors that predict fake news sharing related to COVID-19. We also tested the moderating role of fake news knowledge in reducing the tendency to share fake news. Data were drawn from social media users (n = 650) in Nigeria, and partial least squares was used to analyse the data. Our results suggest that tie strength was the strongest predictor of fake news sharing related to COVID-19 pandemic. We also found perceived herd, SNS dependency, information-seeking and parasocial interaction to be significant predictors of fake news sharing. The effect of status-seeking on fake news sharing, however, was not significant. Our results also established that fake news knowledge significantly moderated the effect of perceived herd, SNS dependency, information-seeking, parasocial interaction on fake news sharing related to COVID-19. However, tie strength and status-seeking effects were not moderated. (As Provided).
AnmerkungenOxford University Press. Great Clarendon Street, Oxford OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://her.oxfordjournals.org/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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