SUBOPTIMAL EMINENCE OF ONLINE INFORMATION IN SOCIAL MEDIA PLATFORMS AND BEHAVIOUR OF YOUNG ADOLESCENT INTERNET USERS

DOI: https://doie.org/10.10399/ES.2025514498

Prof. Anitha B.M. D silva, Prof. Manjunath SK, Mr. Vaibhav Sorcar, Dr. Purushottam Bung.

Keywords:

Social Media, Misinformation, Adolescents, Digital Literacy, India, Online Information Quality

Abstract:

Social media—defined as internet platforms and apps that facilitate content sharing and interaction—has become integral to daily life, particularly for adolescents. The phrase “suboptimal eminence of online information” reflects the idea that much of what students consume online lacks sufficient accuracy, credibility, or relevance. In this context, “eminence” refers to the perceived quality or authority of the content, while “suboptimal” indicates a failure to meet expected standards. This is especially true on social media, where biased, misleading, or emotionally charged information can misinform young users whose critical reasoning skills are still developing. This study investigates the digital behaviour and misinformation susceptibility of 180 school children in Bangalore, exploring their social media usage patterns, psychological vulnerabilities, and exposure to digital risk. Findings reveal that 90% of students (162) use YouTube, followed by Instagram (60%, or 108 students), demonstrating high digital engagement. Approximately 31% (56 students) interact with 6–9 platforms, indicating multitasking habits typical of Gen Z. However, patterns of passive content consumption (70%, or 126 students) and peer validation (75%, or 135 students) dominate, making them more vulnerable to misinformation. The Misinformation Susceptibility Index highlights rural students, particularly females aged 13–15, as most at risk—largely due to low digital literacy and reliance on family-driven content sharing. Cognitive enablers such as emotional resonance and peer influence were prominent. Over 67% (121 students) were identified as highly susceptible to peer pressure, while 72% (130 students) lacked parental guidance related to digital behaviour, leaving them exposed to manipulative content. Behavioural correlation analysis revealed strong links between passive scrolling and mental health challenges, with social comparison behaviours significantly affecting self-esteem, social skills, and well-being. In contrast, students engaged with educational content experienced relatively stable psychological states and even improvements in confidence and communication. The study also assessed intervention strategies- school-based digital literacy programs showed 78% effectiveness (140 students positively impacted), while peer-led awareness initiatives, including digital safety clubs and student ambassadors, demonstrated 85% effectiveness (153 students influenced positively). Parental engagement remained a critical pillar for resilience-building. Collectively, these findings underscore the need for integrated, multi-stakeholder interventions, combining formal education, family participation, and AI-powered media literacy tools to equip adolescents with the skills to recognize, resist, and report misinformation in the digital age.

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