The Effect of Information Quality Evaluation on Selective Exposure in
                        Informational Cognitive Dissonance: The Role of Information Novelty

Bardin, Brigitte; Vidal, Pauline; Facca, Léo; Dumas, Rafaele; Perrissol, Stéphane

doi:10.5334/irsp.173

Cited by 8 publications

(6 citation statements)

References 39 publications

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“…Some argue that is driven by a selective approach to attitude-consistent information and selective avoidance of attitude-inconsistent information, and the selective approach dominates selective avoidance (Wagner, 2017;Lipsey and Shepperd, 2019). Others find that information evaluation bias leads individuals to selectively expose themselves, and the effect may depend on factors such as perceived information novelty (Bardin et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Selective exposure to COVID-19 vaccination information: the influence of prior attitude, perceived threat level and information limit

Zhang

2021

LHT

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PurposeThe massive amount of available information and functionality of the Internet makes selective information seeking effortless. This paper aims to understand the selective exposure to information during a health decision-making task.Design/methodology/approachThis study conducted an experiment with a sample of 36 students to examine the influence of prior attitude, perceived threat level and information limit on users’ selective exposure to and recall of coronavirus disease 2019 (COVID-19) vaccination information. Participants were assigned to two conditions with or without an upper limit of the number of articles to be examined, and this study collected the number of articles read, the number of articles included in the report and recall score of the articles after one day of the experiment.FindingsThis study found that (1) participants with a negative attitude were more inclined to view attitude-consistent information and recalled attitude-consistent information more accurately, while participants with a positive attitude viewed more balanced information; (2) participants perceiving higher health threat level recalled attitude-consistent information more accurately; and (3) an upper limit on the number of articles to be viewed does not have any impact on selective exposure.Research limitations/implicationsThe findings of this paper pinpoint the disparity of influence of positive and negative attitudes on selective exposure to and selective recall of health information, which was not previously recognized.Practical implicationsVaccination campaigns should focus on reaching people with negative attitudes who are more prone to selective exposure to encourage them to seek more balanced information.Originality/valueThis is the first paper to explore selective exposure to COVID-19 vaccination information. This study found that people with a negative attitude and a higher level of perceived health threat are more prone to selective exposure, which was not found in previous research.

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Section: Discussionmentioning

confidence: 99%

Selective exposure to COVID-19 vaccination information: the influence of prior attitude, perceived threat level and information limit

Zhang

2021

LHT

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“…As such, it seems that people might react more to information’s belief consistency and base their sharing decisions more on that factor than on the information’s novelty. Notably, our belief consistency manipulation had no impact on perceived novelty, following prior research distinguishing these constructs 25 – 27 .…”

Section: Discussionmentioning

confidence: 69%

“…Similarly, information that is inconsistent with one’s beliefs might be perceived as surprising even if it is not novel 3 . In line with this idea, a significant body of research treats belief consistency as separable from perceived novelty 25 – 27 .…”

Section: Introductionmentioning

confidence: 99%

Belief-consistent information is most shared despite being the least surprising

Goebel,

Susmann,

Parthasarathy

et al. 2024

Sci Rep

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In the classical information theoretic framework, information “value” is proportional to how novel/surprising the information is. Recent work building on such notions claimed that false news spreads faster than truth online because false news is more novel and therefore surprising. However, another determinant of surprise, semantic meaning (e.g., information’s consistency or inconsistency with prior beliefs), should also influence value and sharing. Examining sharing behavior on Twitter, we observed separate relations of novelty and belief consistency with sharing. Though surprise could not be assessed in those studies, belief consistency should relate to less surprise, suggesting the relevance of semantic meaning beyond novelty. In two controlled experiments, belief-consistent (vs. belief-inconsistent) information was shared more despite consistent information being the least surprising. Manipulated novelty did not predict sharing or surprise. Thus, classical information theoretic predictions regarding perceived value and sharing would benefit from considering semantic meaning in contexts where people hold pre-existing beliefs.

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“…Following previous studies that measured selective exposure indirectly via self-reports (e.g., Kaye et al, 2012;Bardin et al, 2018;Min and Yun, 2018), six items were formulated to assess the individuals' propensity to consume congruent or affirmative information (e.g., "I do not like consuming media content that presents viewpoints on a topic that I personally tend to disapprove of, " "When consuming media, I consciously make sure that I also deal with points of view that do not coincide with my own, " inverted item, α = 0.71). Respondents were asked to indicate the degree to which each statement applied to them (0 = "does not apply at all, " 6 = "fully applies").…”

Section: Perceived Informedness Selective Exposure and Mistrust In Me...mentioning

confidence: 99%

Information literacy in the digital age: information sources, evaluation strategies, and perceived teaching competences of pre-service teachers

Trixa,

Kaspar

2024

Front. Psychol.

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IntroductionInformation literacy has become indispensable in navigating today’s fast-paced media environment, with teachers playing a pivotal role in fostering reflective and critical digital citizenship. Positioned as future gatekeepers, pre-service teachers are the key to teaching media skills and especially information literacy to future generations of pupils. Given the particular challenges facing educators today compared to previous generations, it is important to determine whether the next generation of teachers feel adequately prepared and perceive themselves as competent to pass on these skills to their future pupils. However, previous research has highlighted deficiencies in formal learning opportunities at universities, underscoring the need for further investigation into pre-service teachers’ information acquisition, evaluation practices as well as their perceived relevance to teaching, and person-related factors associated with their perceived competence in teaching information literacy.MethodAn online questionnaire was presented to participants, employing a mixed-method approach. We qualitatively examined the sources of information used by pre-service teachers and the evaluation strategies they employ, while quantitatively analyzing relationships between pre-service teachers’ person-related factors and their perceived teaching competence. Participants assessed their perceived teaching competence, perceived learning opportunities, self-efficacy (general and related to information assessment), perceived informedness, selective exposure, need for cognition, need for cognitive closure, and mistrust in media coverage.ResultsData from 371 participants revealed digital media dominance in information acquisition over traditional sources, albeit with a prevalence of surface-level evaluation strategies over reflective approaches. Two distinct dimensions of perceived competence in teaching information literacy emerged: one focusing on information assessment while the other centers on the understanding of news creation processes. Perceived competence in teaching information literacy was significantly associated with self-efficacy in information assessment, perceived informedness, selective exposure to information as well as perceived learning opportunities focusing on information evaluation. Moreover, pre-service teachers employing diverse information evaluation strategies demonstrated a heightened sense of perceived competence in teaching information assessment.DiscussionOur results provide valuable insights into the multifaceted nature of pre-service teachers’ perceived competence in teaching information literacy. Theoretical implications for future research as well as practical implications for teacher education and the structure of future curricula are discussed.

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The Effect of Information Quality Evaluation on Selective Exposure in Informational Cognitive Dissonance: The Role of Information Novelty

Cited by 8 publications

References 39 publications

Selective exposure to COVID-19 vaccination information: the influence of prior attitude, perceived threat level and information limit

Selective exposure to COVID-19 vaccination information: the influence of prior attitude, perceived threat level and information limit

Belief-consistent information is most shared despite being the least surprising

Information literacy in the digital age: information sources, evaluation strategies, and perceived teaching competences of pre-service teachers

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