Analysis of Behavioral Factors that Cause Student Academic Fraud

Abstract

This study aims to examine a number of behavioral factors from students committing academic fraud in university. The subject of this research is the factors that motivate students to commit academic fraud. The Fraud Pentagon Theory and Gone Theory are used. Behavioral factors include arrogance, pressure, opportunity, rationalization, competence, greed, need, and exposure. The population in this study was the undergraduate students in the Accounting Study Program in the Faculty of Economics and Business at Surakarta Muhammadiyah University who had taken courses in Accounting Information Systems and Auditing. This study uses the convenience sampling method as the sampling technique. There were 110 respondents involved. In this study, the hypothesis is subjected to the multiple linear regression analysis.The results of this study show that the factors related to student academic fraud are mainly arrogance and opportunity. Other behavioral factors namely pressure, rationalization, competence, greed, need, and exposure have no effect on student academic fraud.

Accounting Students’ Academic Fraud: Empirical Evidence from Indonesia

“…However, there are also studies that do not support the opinion that pressure can influence academic fraud, i.e. Artani (2018) and Sasongko et al (2019) who suggest that the element of pressure do not influence academic fraud behavior due to the low level of competition to obtain high grades.…”

“…This opportunity to commit academic frauds emerges due to the low supervision paid to students. It is also due to the lack of disciplinary action to fraud behavior which will eventually give a deterrent effect to the culprit (Yendrawati & Akbar, 2019;Sasongko et al, 2019). Catacutan's (2019) explained that students commit frauds due to the weak institutional factor in checking for academic fraud.…”

Academic Dishonesty: Methods and the Influence of Psychological Gender

“…For instance, the supervisor does not monitor the examination well, and he/she does not provide a severe action to students who caught cheating. However, Sasongko et al (2019) found that the other upersonality features that is greed, competence, rationalisation, pressure, exposure and need does not affect student academic fraud.…”

“…Literature have discovered various issues concerning the increased frequency of academic dishonesty (Sasongko et al, 2019;Murdiansyah, 2017;McCabe and Drinn, 1999). According to Rakovski and Levy (2007), many researches have researched the students' ethics in higher education.…”

“…Academic dishonesty has remained to be an issue that is of great concern throughout the last few decades. Although students have commonly agreed that it is wrong to cheat, it has become a recurrent problem in the academic and on the rise globally (Sasongko, Hasyim and Fernandez, 2019;McCabe, 2001; Becker and Ulstad, 2007). Some researchers have attributed the cheating behavior of student due to competition in securing limited future job, lack of academic integrity policies in schools, crowded classes (Davis et al, 1992), others have ascribed such act to influence of peer pressure on student even though such student distaste the act of cheating (McCabe, 2001).…”