Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning

Abstract

This study discusses the mediating role of statistics anxiety and motivation in the relationship comprising academic dishonesty, personality traits, and previous academic achievements in three different learning environments (Face to Face -F2F, Planned Online Environment – POE, and Emergency Remote Teaching – ERT). Self-determination theory (SDT) provides a broad psychological framework for these phenomena. Data were collected from 649 bachelor-degree students in the Social Sciences in five Israeli academic institutions. Structural equation modelling was employed to investigate the research variables’ relationships. Findings indicate that statistics anxiety mediates the relationship between personality traits and academic dishonesty in the POE and the ERT learning environments. Findings also indicate the relationship between students’ achievements and academic dishonesty, but only in the ERT learning environment. In contrast, motivation mediates the relationship between students’ achievements and statistics anxiety only in the POE learning environment. This study unveils that learning environments determine the mediating role of statistical anxiety. In digital learning environments (POE, ERT), mediation has been found between students’ personality traits and academic dishonesty. No similar parallel mediation could be established in the physical learning environment, F2F. Thus, we conclude that online courses should be designed according to student-centred approaches.

Practicality of Counseling Guidance Module Religious Based to Improve Academic Integrity

“…Regression confirmed that higher levels of academic dishonesty were associated with lower moral integrity and higher levels of expected moral disengagement, but not with moral foundation (Ampuni et al, 2020). Academic integrity encourages student behavior that is honest, confident, respectful, fair, and responsible (Eshet et al, 2022), all of which determine educational success and increase intellectual competence (Brown et al, 2020). School is a place of education in developing the morals of teenagers, both directly and indirectly by making policies to strengthen a culture of academic integrity (Imbush et al, 2021).…”

“…Academic dishonesty is a rampant and disturbing phenomenon in the world of education in many countries (Eshet et al, 2022;Krou et al, 2021;Mukasa et al, 2023;Striepe et al, 2023). A study by MacLeod and and Easton (2020) on academic dishonesty from 17 universities showed that 53% of survey respondents saw academic dishonesty at their institutions.…”

Academic integrity in the HyFlex learning environment

“…Although many contributing factors to academic dishonesty have been cited in the literature, there is no consensus regarding its primary cause. Some studies have emphasised the role of situational or contextual factors, such as the academic discipline [ 23 , 24 ] and the learning environment [ 25 , 26 ] alone or combined. For example, research has found that HyFlex and off-campus courses might be particularly challenging regarding academic integrity for students in science, technology, engineering, and mathematics (STEM) disciplines [ 23 ].…”

The impact of innovative behaviors on academic misconduct among graduate students: a mediated moderation model

“…Academic anxiety, in particular, pertains to anxiety stemming from research work and shares similarities with statistical anxiety and writing anxiety. Statistical anxiety arises from the statistical knowledge and skills required in scientific research ( Eshet et al, 2022 ), while writing anxiety is associated with paper writing in scientific research ( Huerta et al, 2016 ). However, academic anxiety differs in that it is linked to the entirety of research work ( Wang et al, 2014 ).…”