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Understanding multicultural competence and anti-hoax disposition among university students in the digital landscape.

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Title: Understanding multicultural competence and anti-hoax disposition among university students in the digital landscape.
Authors: Sultan1 (AUTHOR) sultan@unm.ac.id, Rapi, Muhammad1 (AUTHOR), Saleh, Muhammad1 (AUTHOR)
Source: Discover Education. 1/29/2026, Vol. 5 Issue 1, p1-21. 21p.
Subject Terms: *College students, *Academic achievement, *Misinformation, *Educational attainment, Cultural competence, Social cohesion, Digital technology, Income
Geographic Terms: Indonesia
Abstract: Previous studies have affirmed the important role of multicultural competence and anti-hoax disposition in building social cohesion amid the infodemic. However, research examining the predictors of multicultural competence and anti-hoax disposition within the digital landscape remains limited. This study addresses this gap by analyzing differences in multicultural competence and anti-hoax disposition based on gender, academic achievement, family economic level, and parental educational background among university students in Indonesia. Using a cross-sectional survey design, data were collected from 2,622 students enrolled in public and private universities across various regions in Indonesia. Multicultural competence and anti-hoax disposition were measured using self-report scales, and the data were analyzed using independent-samples t-tests and one-way analysis of variance (ANOVA) to test mean differences across groups. The findings show that students' academic achievement, family income level, and parental education are consistently associated with significant differences across all dimensions of multicultural competence and anti-hoax disposition. Gender differences emerged only in multicultural attitudes. These results indicate that university students' multicultural competence and anti-hoax disposition are shaped by the interaction between cognitive–academic resources and family socioeconomic background. This study contributes to teaching and learning practice by underscoring the need for inclusive and differentiated learning policies in higher education that take into account the diversity of students' academic and socioeconomic profiles. [ABSTRACT FROM AUTHOR]
Copyright of Discover Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Misinformation%22">Misinformation</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+attainment%22">Educational attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+competence%22">Cultural competence</searchLink><br /><searchLink fieldCode="DE" term="%22Social+cohesion%22">Social cohesion</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink><br /><searchLink fieldCode="DE" term="%22Income%22">Income</searchLink>
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  Data: Previous studies have affirmed the important role of multicultural competence and anti-hoax disposition in building social cohesion amid the infodemic. However, research examining the predictors of multicultural competence and anti-hoax disposition within the digital landscape remains limited. This study addresses this gap by analyzing differences in multicultural competence and anti-hoax disposition based on gender, academic achievement, family economic level, and parental educational background among university students in Indonesia. Using a cross-sectional survey design, data were collected from 2,622 students enrolled in public and private universities across various regions in Indonesia. Multicultural competence and anti-hoax disposition were measured using self-report scales, and the data were analyzed using independent-samples t-tests and one-way analysis of variance (ANOVA) to test mean differences across groups. The findings show that students' academic achievement, family income level, and parental education are consistently associated with significant differences across all dimensions of multicultural competence and anti-hoax disposition. Gender differences emerged only in multicultural attitudes. These results indicate that university students' multicultural competence and anti-hoax disposition are shaped by the interaction between cognitive–academic resources and family socioeconomic background. This study contributes to teaching and learning practice by underscoring the need for inclusive and differentiated learning policies in higher education that take into account the diversity of students' academic and socioeconomic profiles. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Discover Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191771006
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