The present study aims to examine whether by promoting the socio-analytic thinking it is possible to intervene in the reliance on ethnic moral disengagement as a negative consequence of racial misleading news, that can seriously contribute to the diffusion of ethnic prejudice. We focus on the neglected phenomenon of racial hoaxes, which can be defined as misleading news stories dealing with health or safety threats, in which the protagonist is described in terms of ethnicity or nationality. The intervention procedure has been created starting from the well-established literature focused on media biases’ reflection, integrated with the recent studies on ‘mediated intergroup contact’ where the observation of the person belonging to the outgroup is crucial for prejudice reduction. The intervention involved 83 adolescents (Mage = 13.9; SDage = 0.9) and it was composed of two different parts, one focused on the analytical racial hoax reading, and the other focused on racial hoax rewriting after the ‘mediated contact’, represented by an alternative story given by the African protagonist. The results show that in dealing with misleading news, the promotion of this social-analytic processing reduces ethnic biases of moral disengagement. In particular, it was found that analytical processes are supported by the participants’ level of propensity for analytical reasoning and that these processes directly hinder distorted ethnic beliefs. Overall, these results suggest that improving social-analytic processes related to reflexivity could be an effective intervention to counter those distorted beliefs, such as ethnic disengagement beliefs, associated with discrimination and racial prejudice.

The present study aims to understand the processes involved in misinformation among adolescents by examining the role of self-efficacy beliefs in dealing with misleading news. Specifically, we argue that the perceived capability to analyze and reflect critically on the reliability of online information sources should be stayed with the perceived self-regulatory capability to resist online social pressures to share unverifiable news. Moreover, we posited that specific online self-efficacies beliefs can be promoted by the capabilities related to regulating emotions and reflecting on new problems. In a sample of 273, we tested a path analysis model. The results attest that self-efficacy beliefs in dealing with online misinformation refer to specific capabilities: an active one, related to checking the sources of the news in order to validate their content, and an inhibitory one, related to the capability to refrain from sharing the news that seems unreliable. Moreover, self-efficacy beliefs in self-control during online interaction spreading misleading news are supported by cognitive reflective capability and self-efficacy in regulating negative emotion. The relationship between active self-efficacy related to fact-checking and sharing misleading news is not significant. The role of regulation in sharing misinformation during activated online dynamics is discussed.

During online interactions, adolescents are often exposed to deviant opportunities. In this context, the capacity to regulate one’s behavior is essential to prevent cyberbullying. Among adolescents, this online aggressive behavior is a growing phenomenon, and its deleterious effects on teenagers’ mental health are well known. The present work argues the importance of self-regulatory capabilities under deviant peer pressure in preventing cyberbullying. In particular, focusing on two relevant risk factors, i.e., impulsivity and moral disengagement, we examine (1) the mediation role of moral disengagement in the process leading to cyberbullying from impulsivity; (2) the buffering effect of the perceived self-regulatory capability to resist deviant peer pressure in mitigating the effect of these impulsive and social–cognitive dimensions on cyberbullying. Moderated mediation analysis was performed on a sample of 856 adolescents; the results confirm that the perceived self-regulatory capability to resist peer pressure effectively mitigates the indirect effect of impulsivity through moral disengagement on cyberbullying. The practical implications of designing interventions to make adolescents more aware and self-regulated in their online social lives to counter cyberbullying are discussed.

The present study investigates the personal factors underlying online sharing of moral misleading news by observing the interaction between personal values, communication bias, credibility evaluations, and moral emotions. Specifically, we hypothesized that self-transcendence and conservation values may differently influence the sharing of misleading news depending on which moral domain is activated and that these are more likely to be shared when moral emotions and perceived credibility increase. In a sample of 132 participants (65% female), we tested SEMs on misleading news regarding violations in five different moral domains. The results suggest that self-transcendence values hinder online sharing of misleading news, while conservation values promote it; moreover, news written with a less blatantly biased linguistic frame are consistently rated as more credible. Lastly, more credible and emotionally activating news is more likely to be shared online.

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