‘Reading between the lies’: reading achievement, socioeconomic inequality, and adolescents' resistance to misinformation

In this hyperconnected world, misinformation spreads faster and farther than ever before. Adolescents, navigating the challenges of growing up, may be especially vulnerable to the overwhelming flow of digital information, including content on globally shared social media platforms. This study examines adolescents’ resistance to misinformation across 49 countries, using novel measures from the 2022 Program for International Student Assessment (PISA) dataset. We construct a composite index of misinformation resistance, capturing aspects such as checking accuracy, comparing sources, and sharing unverified content. Descriptive patterns show that most students compare sources and check accuracy, but many still trust or share unverified information, with notable socioeconomic status (SES) and regional disparities. Multilevel regression models show a positive, significant association between reading achievement and misinformation resistance. Importantly, the SES gap in misinformation resistance is largest among students at the bottom of the reading achievement distribution, but is not significant among those at the top of the achievement distribution. We argue that closing digital literacy gaps between advantaged and disadvantaged students requires investments in both literacy skills and awareness of misinformation.