Assessing adolescents' critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?


Journal

PloS one
ISSN: 1932-6203
Titre abrégé: PLoS One
Pays: United States
ID NLM: 101285081

Informations de publication

Date de publication:
2021
Historique:
received: 12 04 2021
accepted: 20 10 2021
entrez: 24 11 2021
pubmed: 25 11 2021
medline: 15 12 2021
Statut: epublish

Résumé

This study explored relations between COVID-19 news source, trust in COVID-19 information source, and COVID-19 health literacy in 194 STEM-oriented adolescents and young adults from the US and the UK. Analyses suggest that adolescents use both traditional news (e.g., TV or newspapers) and social media news to acquire information about COVID-19 and have average levels of COVID-19 health literacy. Hierarchical linear regression analyses suggest that the association between traditional news media and COVID-19 health literacy depends on participants' level of trust in their government leader. For youth in both the US and the UK who used traditional media for information about COVID-19 and who have higher trust in their respective government leader (i.e., former US President Donald Trump and UK Prime Minister Boris Johnson) had lower COVID-19 health literacy. Results highlight how youth are learning about the pandemic and the importance of not only considering their information source, but also their levels of trust in their government leaders.

Identifiants

pubmed: 34818322
doi: 10.1371/journal.pone.0259523
pii: PONE-D-21-12139
pmc: PMC8612506
doi:

Types de publication

Journal Article Research Support, Non-U.S. Gov't Research Support, U.S. Gov't, Non-P.H.S.

Langues

eng

Sous-ensembles de citation

IM

Pagination

e0259523

Subventions

Organisme : Wellcome Trust
ID : 206259/Z/17/Z
Pays : United Kingdom

Déclaration de conflit d'intérêts

The authors have declared that no competing interests exist.

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Auteurs

Channing J Mathews (CJ)

Department of Psychology, North Carolina State University, Raleigh, North Carolina, United States of America.

Luke McGuire (L)

Department of Psychology, University of Exeter, Exeter, United Kingdom.

Angelina Joy (A)

Department of Psychology, North Carolina State University, Raleigh, North Carolina, United States of America.

Fidelia Law (F)

Department of Psychology, University of Exeter, Exeter, United Kingdom.

Mark Winterbottom (M)

Faculty of Education, University of Cambridge, Cambridge, United Kingdom.

Adam Rutland (A)

Department of Psychology, University of Exeter, Exeter, United Kingdom.

Marc Drews (M)

EdVenture, Columbia, South Carolina, United States of America.

Adam J Hoffman (AJ)

Department of Psychology, Cornell University, Ithaca, New York, United States of America.

Kelly Lynn Mulvey (KL)

Department of Psychology, North Carolina State University, Raleigh, North Carolina, United States of America.

Adam Hartstone-Rose (A)

Department of Biological Sciences, North Carolina State University, Raleigh, North Carolina, United States of America.

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Classifications MeSH