Academic dishonesty among university students: The roles of the psychopathy, motivation, and self-efficacy

Baran, Lidia; Jonason, Peter K.

doi:10.1371/journal.pone.0238141

Cited by 54 publications

(47 citation statements)

References 59 publications

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“…This could lead to the creation of new policies which could prevent academic misconduct. Given the high associations found between AD and academic maladjustment, an important direction could be to highlight the attention paid to students' personal characteristics associated with the tendency to cheat and to develop effective teaching practices to improve the students' academic skills and their ability to cope with difficult academic tasks (e.g., knowledge about plagiarism, ability to delay gratification, time management skills, avoidance of procrastinating behavior; Baran & Jonason, 2020). The multiple academic pressures (peer, results and competition pressure, fear of failure, etc.)…”

Section: Discussionmentioning

confidence: 99%

Academic Dishonesty and Academic Adjustment Among the Students at University Level: An Exploratory Study

2021

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The tendency to cheat is consubstantial to any kind of education and training process involving work and effort. The study was conducted on 194 participants, first- and second-year students from the bachelor and master’s programs from several engineering and humanities faculties from Brasov. The Academic Adjustment Questionnaire and the Academic Ethics Questionnaire (AEQ) were applied. The aim of the research was to highlight the internal structure of the two questionnaires and to investigate the associations between academic adjustment, academic dishonesty. Several demographic variables were taken into consideration. The results showed good construct validity and reliability for the scales and significant correlations between academic adjustment and academic dishonesty. Future research should examine to what extent AEQ is able to capture the impact of information technology on dishonest behavior or whether the matter requires a special approach or whether AEQ can support effective intervention programs to stop the phenomenon of academic dishonesty.

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Section: Discussionmentioning

confidence: 99%

Academic Dishonesty and Academic Adjustment Among the Students at University Level: An Exploratory Study

2021

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“…For example, lack of responsibility, laziness, lack of respect for academic rules and being apathetic are the most important internal reasons. Also, students whose self-efficacy is lost tend to cheat more than confident learners (Baran & Jonason, 2020). Additionally, students who usually do not attend lectures, misunderstand content, and do not review their lessons beforehand (Diego, 2017).…”

Section: Reasons For Cheating In Distance Learningmentioning

confidence: 99%

EFL Female Students’ Perceptions towards Cheating in Distance Learning Programmes

Saleh¹,

Meccawy²

2020

ELT

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Distance education is becoming more demanding at universities all around the world in general and in the Kingdom of Saudi Arabia (KSA) in particular, than ever before. This study aimed at highlighting the students’ perceptions of cheating on distance learning at King Abdulaziz University (KAU). The study will further explore the ways they use to cheat, causes for cheating, and some solutions to minimize cheating. This study was conducted at the end of the second semester in 2019. Data was collected from 57 female distance learning students who graduated from the English Language Department (ELD) at KAU. A mixed-methods research design was adopted in this study via a custom designed, fifteen closed ended and one, open ended item questionnaire. The quantitative section was analysed by frequency and percentages and the open-ended questions were analysed thematically. The results indicated that the majority of female students cheated by helping each other, obtain the correct answers from another student or send the correct responses to all their classmates. Another way which some students admitted they used was using electronic websites to copy and paste the answers in the test’s screen. The study further concluded that reasons for cheating in distance learning programs were due to technical problems, frequent absence of virtual classes, and wanting grades, not necessarily knowledge. Recommendations for the possible solutions to eliminate cheating, the participants recommended increasing the students’ awareness of cheating policy and finding solutions to technological issues.

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“…Dishonest behavior in the academic realm is behavior that cannot be denied that occurs at every level of education. Academic dishonesty is a common problem in universities around the world, leading to undesirable consequences for both students and the education system (Baran & Jonason, 2020). In colleges Academic dishonesty is a persistent and pervasive problem on campuses (Aaron U. Bolin, 2004).…”

Section: Introductionmentioning

confidence: 99%

“There are Always Ways to Cheat” Academic Dishonesty Strategies During Online Learning

Herdian

Mildaeni

Wahidah

2021

Journal of Learning Theory and Methodology

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Since the implementation of online learning in various countries in the world, all educational institutions have made new learning adjustments. Universities are educational institutions that have also changed the online learning system. but online learning has an impact on academic ethical behavior. Purpose. the aims of this study is to determine the behavior of academic dishonesty when online learning is applied, besides that it also examines the strategies of nursing students majoring in academic dishonesty. Materials and methods. 150 college students participated in filling out an online academic dishonesty questionnaire and we randomly selected 5 nursing students to participate in a focus group discussion to discuss their dishonest behavior during online learning. Results. Our research shows that academic dishonesty behavior in the form of collaboration is common in online learning. In the process, student learning has strategies for committing academic fraud in various ways, including by downloading a friend’s answer file in the online system by logging in using a standard username and password that is not changed by students. In addition, the student chose to behave dishonestly by imitating his friend’s work by simply changing the name rather than trying to answer the question. and take advantage of the whatsapp group application to collaborate in cheating. Conclusions. Collaboration in academic dishonesty predominates: one way is by collaborating in online groups to cooperate with each other illegally. We describe several other forms in detail and discuss them.

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Academic dishonesty among university students: The roles of the psychopathy, motivation, and self-efficacy

Cited by 54 publications

References 59 publications

Academic Dishonesty and Academic Adjustment Among the Students at University Level: An Exploratory Study

Academic Dishonesty and Academic Adjustment Among the Students at University Level: An Exploratory Study

EFL Female Students’ Perceptions towards Cheating in Distance Learning Programmes

“There are Always Ways to Cheat” Academic Dishonesty Strategies During Online Learning

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