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Cited by 0Disaster Management and ResilienceLibrary Science and Information LiteracyPublic Relations and Crisis Communication

The Mediating Role of Risk Perception in the Effect of Information Literacy on Students’ Disaster Preparedness

Open access
Andini, Nisye Frisca, Putra, Riki Wanda, Aldebaran, M Fitriansyah·2026·JURNAL GEOGRAFI
DOI 10.24114/jg.v18i1.72188
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Abstract

This study examines how information literacy influences students’ disaster preparedness by incorporating risk perception as a mediating variable. Disaster-prone higher education environments require strong information comprehension skills to support readiness against potential hazards. The research involved 184 students from Merchant Marine Polytechnic of West Sumatra and STKIP Ahlussunnah, selected using purposive sampling. quantitative survey design approach was applied using SEM-PLS path analysis to evaluate direct and indirect effects. The results show that information literacy significantly influences disaster preparedness through an indirect effect mediated by risk perception (β = 0.205; p = 0.000). This finding highlights that risk perception strengthens the translation of information literacy into concrete preparedness actions. Practically, institutions should design information literacy programs that enhance not only access to technical data but als4o students’ awareness and appraisal of disaster risks. This study is limited by its focus on two campuses in a specific geographic area, suggesting the need for broader comparative studies. Overall, the research confirms that incorporating psychological components such as risk perception is essential for optimizing disaster preparedness strategies among university students.

AI snapshot

Written from the paper’s full text.

TL;DR

In 184 students from two disaster-prone Indonesian campuses, information literacy directly improved disaster preparedness and also indirectly improved it through risk perception. Risk perception significantly mediated the relationship (β = 0.205, p = 0.000).

Key findings

  • Information literacy had a significant direct effect on disaster preparedness (β = 0.589, t = 9.515, p = 0.000) and on risk perception (β = 0.655, t = 17.795, p = 0.000).
  • Risk perception had a significant direct effect on disaster preparedness (β = 0.314, t = 5.150, p = 0.000).
  • The indirect effect of information literacy on disaster preparedness through risk perception was significant (β = 0.205, t = 5.027, p = 0.000), supporting mediation.
  • The model explained 68.8% of variance in disaster preparedness (R² = 0.688); effect sizes were 0.635 for information literacy on preparedness, 0.180 for risk perception on preparedness, and 0.750 for information literacy on risk perception.

Methods

  • Quantitative survey design with purposive sampling of 184 students from the West Sumatra Maritime Polytechnic and Ahlussunnah Bukittinggi Teachers’ Training College; criteria included active student status, residence in a disaster-prone campus environment, and prior disaster preparedness activity/training.
  • Data were collected via online Likert-scale questionnaires (1–5) using adapted/back-translated instruments: information literacy based on UNESCO disaster literacy indicators, risk perception adapted from Mızrak & Aslan (2020), and disaster preparedness based on UNDRR 2015/Goddard et al. (2018).
  • A pilot test with 40 students showed Cronbach’s alpha of 0.87 for disaster preparedness, 0.739 for information literacy, and 0.926 for risk perception; SEM-PLS path analysis tested direct and indirect effects.

Limitations

  • Stated: the study is limited by its focus on two campuses in a specific geographic area / a single institutional type in one region, and by exclusive use of quantitative methods, which may limit generalizability and overlook deeper psychological or social dynamics.
  • Stated: future research should test the model across different educational institutions and cultural contexts and consider additional psychological variables or qualitative/mixed-methods approaches.
  • Evident: the design collected endogenous and exogenous variables from the same respondents at one time, which the authors note can cause common method bias; they tested VIF and reported no indication of bias. The sample was purposively selected rather than randomly sampled, which further limits generalizability.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.24114/jg.v18i1.72188

Cites

0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

1 of 30 cited sources checked · 0 supported · 0 flagged · accuracy not yet measured

  • Premisecitation

    Students with high information literacy but low risk perception are less likely to take concrete steps to prepare for disasters.

    “Students with high information literacy but low risk perception are less likely to take concrete steps to prepare for disasters (Qiu et al., 2023;Wachinger et al., 2013).”
    Quote in the paperSubstantial claim1 of 2 sources checked
    • cites Qiu et al., 2023 source

      The Discussion says people with more education tend to be less likely to prepare and suggests that perceiving lower disaster risk may help explain this. It discusses households, however, not students, and does not equate education with high information literacy or examine that combination of traits. (LLM, conf=0.82)

      Experimental — accuracy not yet measured
    • cites Wachinger et al., 2013

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Findingown data

    Information literacy significantly influences disaster preparedness through an indirect effect mediated by risk perception (β = 0.205; p = 0.000).

    “The results show that information literacy significantly influences disaster preparedness through an indirect effect mediated by risk perception (β = 0.205; p = 0.000).”
    Quote in the paperSubstantial claim
  • Findingown data

    Information literacy positively influences risk perception (path coefficient 0.655).

    “Figure 1 shows that information literacy positively influences risk perception (0.655) and disaster preparedness (0.589).”
    Quote in the paperSubstantial claim
  • Findingown data

    Information Literacy has a large effect size (f2 = 0.635) on Disaster Preparedness.

    “Table 10 shows that Information Literacy has an effect size of 0.635 on Disaster Preparedness, which is categorized as large according to Cohen's (1988) guidelines (f² > 0.35).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Cohen's (1988)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Findingown data

    Risk Perception has a significant positive effect on Disaster Preparedness, with a coefficient of 0.314, a t-statistic of 5.150, and a p-value of 0.000.

    “Risk Perception has a significant effect on Disaster Preparedness, with a coefficient of 0.314, a t-statistic of 5.150, and a p-value of 0.000”
    Quote in the paperSubstantial claim
  • May combine two claims. 34
  • Classified as probably not a substantial claim. 18

  • May combine two claims.

    Study design and conductown data

    The reliability findings confirm that the measurement model is stable and suitable for further structural analysis, supporting the accuracy and validity of the study's conclusions.

    “Overall, the reliability findings confirm that the measurement model is stable and suitable for further structural analysis, supporting the accuracy and validity of the study's conclusions.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    Individuals with higher information literacy tend to perceive disaster risks more accurately and demonstrate stronger preparedness.

    “These results indicate that individuals with higher information literacy tend to perceive disaster risks more accurately and demonstrate stronger preparedness.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductown data

    In the pilot test, Cronbach's alpha was 0.87 for Disaster Preparedness, 0.739 for Information Literacy, and 0.926 for Risk Perception.

    “The Disaster Preparedness (KB) variable had a Cronbach's alpha value of 0.87, indicating excellent reliability.The Information Literacy (LI) variable obtained a value of 0.739, which is in the reliable category.Meanwhile, the Risk Perception (PR) variable showed the highest reliability with a value of 0.926, indicating very strong internal consistency.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductown data

    The model fits the data well: SRMR is 0.087, below the 0.10 threshold, and NFI is 0.821, above the commonly accepted minimum of 0.80.

    “The SRMR value for both the saturated and estimated models is 0.087, below the 0.10 threshold, indicating a small difference between observed and predicted covariance and confirming that the model represents the data well.The NFI value of 0.821 also exceeds the commonly accepted minimum of 0.80, supporting adequate model fit.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductown data

    All indicators for Disaster Preparedness (0.779-0.874) and Information Literacy (0.783-0.870) have loadings above 0.70.

    “Table 6 shows that all indicators for Disaster Preparedness (0.779-0.874) and Information Literacy (0.783-0.870) have loadings above 0.70, indicating strong validity.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Study design and conductnone given

    All research procedures adhered to ethical standards, including informed consent and data confidentiality.

    “All research procedures adhered to ethical standards, including informed consent and data confidentiality.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    According to Protection Motivation Theory, risk perception is part of the threat appraisal process, which includes an assessment of the severity and vulnerability to a threat.

    “According to Protection Motivation Theory (PMT), risk perception is part of the threat appraisal process, which includes an assessment of the severity and vulnerability to a threat (Bubeck et al., 2018).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Bubeck et al., 2018

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Interpretationown data

    Risk perception functions as a cognitive mechanism that strengthens student preparedness, although the most dominant influence still comes from information literacy.

    “On the other hand, the direct contribution of Risk Perception to Disaster Preparedness, which is in the moderate category, indicates that risk perception functions as a cognitive mechanism that strengthens student preparedness, although the most dominant influence still comes from information literacy.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductown data

    All indicators can be retained, as each provides meaningful support for the reliability and validity of the model.

    “Therefore, all indicators can be retained, as each provides meaningful support for the reliability and validity of the model.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    The adaptation process used the back-translation method, translating the instrument into Indonesian and reviewing the translation before distribution.

    “The adaptation process was carried out using the back-translation method, which involved translating the instrument into Indonesian and reviewing the translation before distributing the questionnaire to respondents.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    In the campus context, trust in warning systems and past experiences help shape risk perceptions.

    “In the campus context, trust in warning systems and past experiences help shape these risk perceptions (Patel et al., 2023).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Patel et al., 2023

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationown data

    Incorporating psychological components such as risk perception is essential for optimizing disaster preparedness strategies among university students.

    “Overall, the research confirms that incorporating psychological components such as risk perception is essential for optimizing disaster preparedness strategies among university students.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductown data

    The relationship structure in the model has sufficient explanatory power and is reliable for testing the mediation mechanisms proposed in the study.

    “Thus, the relationship structure in the model has sufficient explanatory power and is reliable for testing the mediation mechanisms proposed in the study.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductown data

    The model is free from multicollinearity problems and common method variance does not pose a threat to the validity of the research results.

    “All of these values were well below the critical limit, so it can be concluded that the model is free from multicollinearity problems and common method variance does not pose a threat to the validity of the research results.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductown data

    The stable loading pattern confirms that the indicators effectively represent their respective constructs, contribute to higher AVE and reliability values, and do not indicate misspecification.

    “The stable loading pattern confirms that the indicators effectively represent their respective constructs, contribute to higher AVE and reliability values, and do not indicate misspecification.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Risk perception is shaped by a combination of cognitive (environmental values) and affective (negative emotions) factors, as well as social interactions.

    “Risk perception is shaped by a combination of cognitive (environmental values) and affective (negative emotions) factors, as well as social interactions (Fian et al., 2025) and is influenced by accident experience, geographic location, and trust in infrastructure (Huan et al., 2025).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Fian et al., 2025 source

  • May combine two claims.

    Premisecitation

    Students with good information literacy tend to be better at recognizing threats and making informed decisions when facing disasters.

    “Students with good information literacy tend to be better at recognizing threats and making informed decisions when facing disasters (Goddard et al., 2018;Zhang et al., 2021).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Goddard et al., 2018

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Zhang et al., 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Study design and conductown data

    The LI → KB and PR → KB paths had VIF values of 2.147, and the LI → PR path had a VIF of 1.00.

    “The LI → KB and PR → KB paths obtained VIF values of 2.147, while the LI → PR path obtained a VIF of 1.00.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    Information literacy plays an important role in improving preparedness because it helps students understand risks and mitigation strategies.

    “Information literacy plays an important role in improving preparedness because it helps students understand risks and mitigation strategies (Lillywhite & Wolbring, 2023).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Lillywhite & Wolbring, 2023

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Study design and conductcitation

    The sample size of 184 respondents is sufficient for SEM-PLS analysis, meeting the minimum requirement of 5-10 respondents per indicator.

    “The sample size met the minimum requirement of 5-10 respondents per indicator (J.F. Hair et al., 2019).Thus, a sample of 184 respondents was sufficient for the SEM-PLS analysis.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites J.F. Hair et al., 2019

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    The instrument was modified and adapted to the cultural context of Indonesian students to reduce potential bias in understanding the statement items.

    “The instrument was then modified and adapted to the cultural context of Indonesian students to reduce potential bias in understanding the statement items.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    A pilot test was conducted beforehand to evaluate clarity, cultural relevance, and reliability, and necessary revisions were made.

    “A pilot test was conducted beforehand to evaluate clarity, cultural relevance, and reliability, and necessary revisions were made.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    The information literacy instrument was developed based on indicators from UNESCO's disaster literacy literature (2017).

    “The information literacy instrument was developed based on indicators from UNESCO's disaster literacy literature (2017) (Novarita & Zumrotin, 2023).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Novarita & Zumrotin, 2023

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Study design and conductown data

    All instruments are suitable for use in primary data collection because they meet the minimum reliability criteria (α > 0.70).

    “Thus, all instruments are suitable for use in primary data collection because they meet the minimum reliability criteria (α > 0.70).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductown data

    The very small difference between the R-square and adjusted R-square for both constructs indicates that the model does not experience overfitting and has good predictive stability.

    “The very small difference between the R-square and adjusted R-square for both constructs indicates that the model does not experience overfitting and has good predictive stability.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    Data were collected through an online questionnaire distributed via official institutional channels, ensuring anonymity, informed consent, and the option to withdraw.

    “Data were collected through an online questionnaire distributed via official institutional channels, ensuring anonymity, informed consent, and the option to withdraw.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    Information literacy enhances disaster preparedness both directly and indirectly through its effect on risk perception, making both factors essential for achieving optimal preparedness.

    “Overall, the model highlights that information literacy enhances disaster preparedness both directly and indirectly through its effect on risk perception, making both factors essential for achieving optimal preparedness”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    Information literacy plays a role not only as a direct predictor but also as a fundamental factor that shapes risk perception, which in turn contributes to student disaster preparedness.

    “Methodologically, these results confirm that information literacy plays a role not only as a direct predictor but also as a fundamental factor that shapes risk perception, which in turn contributes to student disaster preparedness.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    Students' risk perception is largely shaped by the quality of their information literacy, making this variable the main foundation in the mechanism of forming preparedness.

    “The very large f² value of the relationship between Information Literacy and Risk Perception (0.750) shows that students' risk perception is largely shaped by the quality of their information literacy, making this variable the main foundation in the mechanism of forming preparedness.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Risk perception is influenced by accident experience, geographic location, and trust in infrastructure.

    “Risk perception is shaped by a combination of cognitive (environmental values) and affective (negative emotions) factors, as well as social interactions (Fian et al., 2025) and is influenced by accident experience, geographic location, and trust in infrastructure (Huan et al., 2025).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Huan et al., 2025 source

  • May combine two claims.

    Study design and conductown data

    The indicators consistently measure their intended constructs and are not affected by significant measurement error.

    “These results indicate that the indicators consistently measure their intended constructs and are not affected by significant measurement error.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductown data

    Risk Perception indicators have loadings from 0.736 to 0.817, except PR2 (0.669), which is slightly below the ideal threshold but still acceptable for exploratory models.

    “Risk Perception indicators also perform well (0.736-0.817), with the exception of PR2 (0.669), which is slightly below the ideal threshold but still acceptable for exploratory models.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Collecting data on endogenous and exogenous variables from the same respondents at one time has the potential to cause bias in survey research.

    “General Bias Method Collecting data on endogenous and exogenous variables from the same respondents at one time when filling out the questionnaire has the potential to cause bias, which is common in survey research (Memon et al., 2023).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Memon et al., 2023

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    Disaster preparedness was measured using indicators from UNDRR 2015.

    “Risk perception was measured using a scale adapted from (Mızrak & Aslan, 2020), while disaster preparedness is measured using indicators from UNDRR 2015 (Goddard et al., 2018).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Goddard et al., 2018

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    Risk perception was measured using a scale adapted from Mızrak & Aslan (2020).

    “Risk perception was measured using a scale adapted from (Mızrak & Aslan, 2020), while disaster preparedness is measured using indicators from UNDRR 2015 (Goddard et al., 2018).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Mızrak & Aslan, 2020 source

  • May combine two claims.

    Study design and conductown data

    All paths in the model had VIF values below 3.3, indicating no indication of common method bias.

    “The analysis results showed that all paths in the model had VIF values below the threshold of 3.3, indicating no indication of common method bias.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Regular training programs, effective risk communication, and participation in simulations have been shown to improve rapid response during emergencies.

    “Regular training programs, effective risk communication, and participation in simulations have been shown to improve rapid response during emergencies (Doumi et al., 2024;Goddard et al., 2018).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Doumi et al., 2024

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Goddard et al., 2018

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Risk perception is influenced by social environmental factors, education, and access to disaster information.

    “Research shows that risk perception is also influenced by social environmental factors, education, and access to disaster information (Cai et al., 2023;Yildiz et al., 2024).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Cai et al., 2023

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Yildiz et al., 2024

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim.

    Study design and conductreasoning

    These procedures ensured high-quality data suitable for analyzing the direct and indirect effects of information literacy, risk perception, and disaster preparedness.

    “These procedures ensured high-quality data suitable for analyzing the direct and indirect effects of information literacy, risk perception, and disaster preparedness.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    Information literacy directly and indirectly enhances disaster preparedness, with risk perception acting as an important mediator.

    “This study concludes that information literacy directly and indirectly enhances disaster preparedness, with risk perception acting as an important mediator.”
    • Also stated in: § RESULTS AND DISCUSSION · plain
      “This means that information literacy not only improves preparedness directly, but also through increased risk perception, which then encourages better preparedness.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    This finding supports the theory that information literacy not only enriches knowledge but also builds a sharper perception of risk, thus motivating better preparedness actions.

    “This finding supports the theory that information literacy not only enriches knowledge but also builds a sharper perception of risk, thus motivating better preparedness actions.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductreasoning

    The study has limitations, including its focus on a single institutional type in one region and the exclusive use of quantitative methods, which may limit generalizability and overlook deeper psychological or social dynamics.

    “However, the study has limitations, including its focus on a single institutional type in one region and the exclusive use of quantitative methods, which may limit generalizability and overlook deeper psychological or social dynamics.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    Students with higher information literacy develop stronger risk perceptions, which lead to better preparedness actions, particularly in discipline-oriented settings such as maritime colleges.

    “Students with higher information literacy develop stronger risk perceptions, which lead to better preparedness actions, particularly in discipline-oriented settings such as maritime colleges.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The bootstrap method was applied to the research sample to mitigate the problem of unusual research data.

    “The bootstrap method was applied to the research sample to mitigate the problem of unusual research data.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    Increased information literacy does not automatically result in optimal preparedness, but requires the activation of risk perception as a cognitive process that encourages students to transform information into protective actions.

    “This finding provides empirical evidence that increased information literacy does not automatically result in optimal preparedness, but requires the activation of risk perception as a cognitive process that encourages students to transform information into protective actions.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    This result is consistent with previous literature (Gülsoy et al., 2025; Ng, 2023), which emphasizes the importance of risk perception as a link between understanding information and preparedness actions.

    “This result is consistent with previous literature (Gülsoy et al., 2025;Ng, 2023), which emphasizes the importance of risk perception as a link between understanding information and preparedness actions.”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Gülsoy et al., 2025 source
    • cites Ng, 2023

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

46 of 46

  • The paper relies on this without support.

    There is limited research empirically examining the mediating role of risk perception in the relationship between information literacy and preparedness, particularly among students on disaster-prone campuses.

    “Although the literature has extensively examined information literacy and risk perception separately, there is limited research empirically examining the mediating role of risk perception in the relationship between information literacy and preparedness, particularly among students on disaster-prone campuses.”

  • The paper relies on this without support.

    The combined role of information literacy and risk perception in shaping preparedness among students who differ psychologically and behaviorally from the general population remains underexplored.

    “Although previous studies highlight the importance of information literacy and risk perception, their combined role in shaping preparedness among students who differ psychologically and behaviorally from the general population remains underexplored.”

  • The paper relies on this without support.

    Disaster-prone higher education environments require strong information comprehension skills to support readiness against potential hazards.

    “Disaster-prone higher education environments require strong information comprehension skills to support readiness against potential hazards.”

  • The paper relies on this without support.

    In higher education, improving students' information literacy is key to creating a culture of risk awareness and responsiveness to potential disasters.

    “In the context of higher education, improving students' information literacy is considered key to creating a culture of risk awareness and responsiveness to potential disasters.”

  • The paper relies on this without support.

    Students are at high risk of being impacted by disasters if they are not equipped with adequate knowledge and understanding.

    “Contextually, students represent a group with significant potential in the information dissemination process, but they are also at high risk of being impacted by disasters if they are not equipped with adequate knowledge and understanding.”

  • The paper relies on this without support.

    Campus conditions in disaster-prone areas in Indonesia require strong risk literacy and perception.

    “While campus conditions in disaster-prone areas in Indonesia do require strong risk literacy and perception, this contextual description suffices to illustrate the urgency without the need for lengthy geographic explanations.”

  • The paper relies on this without support.

    In the context of disasters, risk perception plays a crucial role in shaping preparedness attitudes and behaviors.

    “In the context of disasters, risk perception plays a crucial role in shaping preparedness attitudes and behaviors.”

  • The paper relies on this without support.

    Individuals with a high risk perception tend to be more prepared and responsive in emergency situations.

    “Individuals with a high risk perception tend to be more prepared and responsive in emergency situations.”

  • The paper relies on this without support.

    The right combination of literacy and risk perception can encourage students to actively participate in mitigation efforts.

    “The right combination of literacy and risk perception can encourage students to actively participate in mitigation efforts.”

  • The paper relies on this without support.

    Preparedness is multidimensional, influenced by knowledge, attitudes, and beliefs about the effectiveness of actions.

    “This demonstrates that preparedness is multidimensional, influenced by knowledge, attitudes, and beliefs about the effectiveness of actions.”

  • The paper relies on this without support.

    A campus environment that supports a culture of safety strengthens student preparedness.

    “A campus environment that supports a culture of safety also strengthens student preparedness.”

  • The paper relies on this without support.

    Student self-efficacy strengthens the link between risk perception and preparedness actions.

    “Student self-efficacy strengthens the link between risk perception and preparedness actions, highlighting the need for universities to integrate risk literacy and preparedness training into the curriculum.”

  • The paper relies on this without support.

    Integrating risk literacy and preparedness training into the curriculum enhances both individual readiness and campus emergency response through the synergy of knowledge, perception, and action.

    “This approach enhances both individual readiness and campus emergency response through the synergy of knowledge, perception, and action.”

  • The authors state this as an assumption.

    Protection Motivation Theory (PMT) is a valid framework in which threat assessment and the capacity to understand information are the main drivers of protective behavior in the context of disasters.

    “strengthens the assumption of Protection Motivation Theory (PMT) that threat assessment and the capacity to understand information are the main drivers of protective behavior in the context of disasters.”
    “Theoretically, these results are in line with the Protection Motivation Theory (PMT) framework, which emphasizes that threat appraisal plays a crucial role in eliciting protective responses.”

  • The paper relies on this without support.

    The causal direction is from information literacy to risk perception to disaster preparedness, rather than reverse or bidirectional.

    “Information Literacy has an indirect effect on Disaster Preparedness through Risk Perception”
    “Risk Perception plays a significant mediating role in the relationship between Information Literacy and Disaster Preparedness.”
15 of 15

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Respondents who never attended disaster training were included despite the eligibility criterion

    Major

    The sampling criteria required participation in disaster response training, but the respondent demographics report 53 participants who had never attended disaster training.

  • Pilot-test alpha did not exceed 0.80 for every construct

    Minor

    The text says every construct had a Cronbach's alpha above 0.80, but reports 0.739 for Information Literacy.

2 of 2

Cites

The publisher hasn’t deposited this paper’s reference list.

Research works printed but not linked: 4

  1. Fatehpanah, A., Maraghi, E., Coetzer- Liversage, A., Karimy, M., Pakpour, A. H., Maripour, M., Haghighi Fard, N. J., & Araban, M. (2023). Modeling factors related to earthquake preparedness: A structural equation modeling approach. Research Square, 1-20. https://doi.org/10.1186/s1288 025- 21568-z · DOI
  2. Hair, J. F., Ringle, C. M., Gudergan, S. P., Fischer, A., Nitzl, C., & Menictas, C. (2019). Partial least squares structural equation modeling-based discrete choice modeling: An illustration in modeling retailer choice. Business Research, 12(1), 115-142. https://doi.org/10.1007/s40685-018- 0072-4 https://doi.org/10.24114/jg.v18i1.72188 · DOI
  3. Mirza, M. N., & KM, S. (2023). Enhancing Student Preparedness and School Safety Through Disaster Simulation: A Comprehensive Analysis and Policy Implications. … Journal of Educational …, 1(3), 183-194. https://doi.org/10.59890/ijetr.v1i3.400 · DOI
  4. Novarita, A., & Zumrotin, N. (2023). Information Literacy on Flood Disaster Mitigation for Community Disaster Preparedness in Bulubonggu Village, Dapurang Sub-District. Spatial : Wahana Komunikasi Dan Informasi Geografi. https://doi.org/10.21009/spatial.232. · DOI

Cited by

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Related

Authors
Andini, N. F., Putra, R. W., & Aldebaran, M. F.
Affiliations
  • STKIP Ahlussunnah (ID)
  • Politeknik Pelayaran Sumatera Barat (ID)
  • Central South University (CN)
ORCID
Putra, Riki Wanda
Venue
JURNAL GEOGRAFI
Publisher
State University of Medan
Published
2026-04-29
Volume
18
Issue
1
Pages
212-225
ISSN
  • 2085-8167 (ISSN-L)
  • 2549-7057
DOI
10.24114/jg.v18i1.72188
OpenAlex
W7160142061
Cited by
0
References
0
FWCI
0.00
Type
journal article
Language
en
Open access
Licence
Locations
JURNAL GEOGRAFI (publishedVersion, cc-by-sa)
Funders
Direktorat Jenderal Pendidikan Tinggi
Topics
  • Social Sciences › Sociology and Political Science › Disaster Management and Resilience
  • Social Sciences › Library and Information Sciences › Library Science and Information Literacy
  • Social Sciences › Communication › Public Relations and Crisis Communication
Keywords
information literacy, disaster preparedness, risk perception, mediating effect, university students, higher education, disaster risk awareness, information literacy programs

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

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Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-11-04.

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