Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 7 (2025)

The Moderating Effect of Personal Experience on False Information Awareness and Reliability of Information to the Psycho-Social Development of Grade 12 Students

John Luis D. Abiño | Jherwin P. Hermosa

Discipline: Education

 

Abstract:

In today's digital landscape, false information significantly challenges adolescents' cognitive and social development. This study examines how personal experience influences the relationship between aware-ness of false information, perceived reliability, and Grade 12 students' psycho-social development. Using a mixed-methods approach, it combines quantitative surveys and qualitative interviews to assess students' awareness of false information, their personal encounters with it, and their perception of source reliability. Findings indicate that personal experience with false information significantly moder-ates perceived reliability. Students who have directly or indirectly en-countered misinformation show heightened awareness and skepticism. This critical awareness enables them to process information more judiciously, distinguishing credible sources from non-credible ones. Quantitative data reveal that such students are more proficient at identifying and questioning false information, thus mitigating its potential negative impact. Qualitative interviews underscore the psy-cho-social benefits of enhanced critical awareness. Students experienced in dealing with misinformation demonstrate improved critical thinking skills, essential for academic success and informed citizenship. They also exhibit greater emotional resilience, being less susceptible to the adverse effects of misleading information. Further-more, these students display enhanced social competence, with bet-ter interpersonal relationships and communication skills. The study highlights the importance of educational interventions that incorpo-rate personal experiences with misinformation to foster critical me-dia literacy. By integrating real-world encounters with false information into the curriculum, educators can promote a more critical and discerning approach to information consumption among stu-dents. Such educational strategies are crucial for mitigating the ad-verse effects of false information on adolescents' psycho-social devel-opment, ultimately cultivating a generation of well-informed, resilient, and socially adept individuals.



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