Online learning is a substitute for learning in the classroom during a global pandemic. The problem that arises is that academic dishonesty behavior increases when online learning takes place. We assess how academic dishonesty occurs during online learning. Purpose. We examine how academic dishonesty occurs during online learning. We review unethical behavior based on growth mindset and Grit as mediator variables. Materials and methods. The questionnaire was filled out by 266 students (196 female; 70 male) from universities in Indonesia. Data collection uses three scales, namely the academic dishonesty scale (α = 0.862), the growth mindset scale (α = 0.826), and the grit scale (α = 0.760). The path analysis using the multiple linear regression techniques was utilized to analyze the data in this study. Results. This study demonstrates a negative correlation between growth mindset and academic dishonesty, indicating that the more growth mindset, the less academic dishonesty. Additionally, there is a considerable negative correlation between Grit and academic dishonesty, such that the greater a person’s Grit, the less academic dishonesty there is. Additionally, a positive correlation exists between the growth mindset and Grit. The greater one’s growth attitude, the greater one’s Grit. The primary finding is that Grit mediates the growth mindset’s attitude toward academic dishonesty, implying that the growth mindset affects academic dishonesty by Grit. Conclusions. The conclusion is that the growth mindset acts as a buffer against academic dishonesty. However, Grit’s position is ideal for mediating the association between growth mindset and academic dishonesty. Thus, a growth mindset can boost students’ Grit, which can help prevent academic dishonesty. We reviewed recommendations for decreasing unethical behavior in online education and its consequences for higher education.
Grit is one of the non-cognitive factors that a student must have because it can be a supporting factor in achieving the goals. This study aims to describe the grit condition of students at the University in Purwokerto-Indonesia. Participants in this study were students actively studying at the University in Purwokerto-Indonesia (n = 266). The research method used in this study is a quantitative descriptive approach with data collection through the Grit-S scale, which is built based on the grit measurement developed by Duckworth & Quinn (2009). This scale consists of 10 items with α = 8.17, and the grit validity moves from 0.356 to 0.629. The results of this study at most describe student Grit in the medium category as many as 129 students or 48.5%. Whereas for the low category, there were 70 students or 26.3%. The high category was 45 students or 16.9%. The exceptionally high category was 15 students or 5.6%. The very low category was seven students or 2.6%. Perseverance has a more significant percentage of 56.67%, and consistency interest has 43.33%. Based on these results, it is hoped that educational institutions will explore and provide more stimulus to increase grit to students.
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