Cultural and psychological variables predicting academic dishonesty: a cross-sectional study in nine countries

Błachnio, Agata; Cudo, Andrzej; Kot, Paweł; Torój, Małgorzata; Asante, Kwaku Oppong; Enea, Violeta; Ben–Ezra, Menachem; Caci, Barbara; Domínguez-Lara, Sérgio; Kugbey, Nuworza; Malik, Sadia; Servidio, Rocco; Tipandjan, Arun; Wright, Michelle F.

doi:10.1080/10508422.2021.1910826

Cited by 20 publications

(11 citation statements)

References 63 publications

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“…Results from earlier studies and those from this test are comparable of Ariyanto et al ( 2020), Błachnio et al (2021), and Tremayne dan Curtis (2021), which stated that a person's level of self-control affects his tendency to commit academic fraud. The higher the level of self-control, the smaller the tendency to commit academic fraud, and vice versa.…”

Section: Table 5 Total Average Self Controlsupporting

confidence: 81%

The Effect of Self-Control and Situational Pressure on the Tendency to Commit Academic Fraud

Hadiluwarso

Kristianti²

2022

JAP

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ABSTRACTTThe spread of the Covid-19 virus in Indonesia in early 2020 changed the form of learning at various levels of education. Initially, learning is done face-to-face, then replaced with online learning (e-learning). It leads to a change in pressure that triggers an increase in the number of academic frauds. However, other elements, such as a person’s level of self-control, can play a role in academic fraud. Therefore, this study aimed to determine how situational pressures and self-control affected the propensity for academic fraud. The study used a 2x2 factorial experimental design with a sample of 80 students. According to the study’s findings, a person’s ability to self-control affects their propensity to cheat in exams. Second, situational pressures affect the propensity to commit academic fraud. Third, neither self-control nor situational stress is related to the tendency to commit academic fraud. ABSTRAKSejak terjadi penyebaran virus Covid-19 di Indonesia pada awal 2020 lalu, terjadi perubahan bentuk pembelajaran di berbagai jenjang pendidikan. Semula pembelajaran dilakukan secara tatap muka, kemudian digantikan dengan pembelajaran secara daring (e-learning). Hal tersebut menyebabkan terjadinya perubahan tekanan yang memicu peningkatan angka kecurangan akademik. Namun, terdapat faktor lain yang turut menimbulkan tindakan kecurangan akademik, yaitu tingkat kontrol diri yang dimiliki seseorang. Oleh karena itu, penelitian ini dilakukan dengan tujuan untuk mengetahui pengaruh kontrol diri dan tekanan situasional terhadap tendensi untuk melakukan kecurangan akademik. Penelitian ini menggunakan desain eksperimen faktorial 2x2 dengan sampel sebanyak 80 mahasiswa. Berdasarkan hasil penelitian ini, diketahui bahwa: perbedaan tingkat kontrol diri seseorang mempengaruhi tendensi untuk melakukan kecurangan akademik; kehadiran tekanan situasional berpengaruh terhadap tendensi untuk melakukan kecurangan akademik; tidak terdapat hubungan antara kontrol diri dan tekanan situasional terhadap tendensi untuk melakukan kecurangan akademik.

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Section: Table 5 Total Average Self Controlsupporting

confidence: 81%

The Effect of Self-Control and Situational Pressure on the Tendency to Commit Academic Fraud

Hadiluwarso

Kristianti²

2022

JAP

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“…Regarding the first problem, there is a lack of agreement among the different actors that make up the university ( Lord Ferguson et al, 2022 ), since students, teachers and managers do not entirely agree on the identification of a dishonest behavior ( Gullifer and Tyson, 2014 ; Waltzer and Dahl, 2023 ). Also, on many occasions each university has its own integrity standards, which often vary among universities making it difficult to have a generally accepted concept ( Błachnio et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Faculty versus students: different perceptions of misconducts at university

Alcalde-Fradejas,

Marzo-Navarro,

Ramírez-Alesón

2024

Front. Psychol.

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IntroductionAcademic integrity is a goal to be achieved by university institutions, and student academic behavioral misconduct is a phenomenon to be fought and eradicated. Two of the main problems faced by universities in this area are: (1) the lack of consensus among students and faculty on the seriousness of acts considered academic misconduct; and (2) the difficulty of noticing and controlling certain student behaviors. The main aim of this paper is to assess the importance of these two problems.MethodsFor this purpose, the authors compare, on the one hand, students’ and teachers’ perceptions of the seriousness of different types of dishonest and inappropriate behaviors and, on the other hand, the frequency with which they report that these misconducts occur. Two samples were taken from the responses of students and teachers of the Economics and Business School of the University of Zaragoza. The first consisted of 333 students and the second of 72 teachers. The academic misconducts asked about were grouped into three categories: academic works, exams, and interpersonal relationships in the classroom. Nonparametric tests were used to study the significance of the differences observed in the responses of students and teachers.ResultsResults show that the greatest differences in the assessment of the seriousness of academic misconducts are in the group referring to interpersonal relationships. In terms of frequency, the study reveals that there is a serious problem of moral hazard in some of the behaviors analyzed, since the frequency with which teachers notice these practices is lower than that expressed by students.DiscussionBased on these results, possible measures to be adopted in universities in order to eradicate the academic misconduct problem are discussed.

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“…Consequently, students may be left vulnerable to penalties due to inadequate understanding of academic integrity ( Palmer et al, 2019 ). Another barrier is often caused by competing views across cultures of what constitutes academic integrity and unethical academic conduct ( Zhang et al, 2014 ; Chien, 2017 ; Palmer et al, 2017 ; Kam et al, 2018 ; Khanal and Gaulee, 2019 ; Błachnio et al, 2021 ), or even across academic institutions within a single national culture ( Bretag et al, 2014 ; Walker and White, 2014 ). This may result in mixed messages to students who enter a new university with misaligned prior knowledge of these concepts in relation to institutional requirements ( Bertram Gallant, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Evaluating a pedagogical approach to promoting academic integrity in higher education: An online induction program

Sbaffi

Xin

2022

Front. Psychol.

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Academic integrity is at the heart of excellent education. However, resources explaining the concept tend to be definition-driven, while using complex language and sometimes even an austere tone designed to discourage students from breaches. This study aims to design and evaluate an online module at a UK University across 2 years, designed to improve students’ understanding of concepts of academic integrity and practice. The module includes a range of interactive resources (e.g., gamified quizzes and e-booklets) and was made available to a large cohort of postgraduate students (448). The study adopts a mixed-methods approach composed of three sequential phases involving first collecting students’ views on existing academic integrity resources (7 students participating in a focus group and 39 competing a questionnaire), then developing a range of new ones based on students’ feedback to form the content of the module, and finally gathering students’ evaluation on the newly created resources (sample size: 361 students). Results illustrate a clear improvement in relation to the accessibility, usefulness and understandability of new resources. Results also highlight a remarkable increase in student confidence levels regarding academic integrity. Students also considered the new module as more appealing and informative. This manuscript offers a good example of a pedagogical approach aimed at promoting academic integrity in an innovative and engaging fashion.

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Cultural and psychological variables predicting academic dishonesty: a cross-sectional study in nine countries

Cited by 20 publications

References 63 publications

The Effect of Self-Control and Situational Pressure on the Tendency to Commit Academic Fraud

The Effect of Self-Control and Situational Pressure on the Tendency to Commit Academic Fraud

Faculty versus students: different perceptions of misconducts at university

Evaluating a pedagogical approach to promoting academic integrity in higher education: An online induction program

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