Examination of University Students' Fear of Negative Evaluation and Academic Dishonesty Tendencies

Abstract

The aim of this study is to examine the relationship between university students' fear of negative evaluation and their academic dishonesty tendencies and to compare them in terms of various variables. The sample of the study carried out in the relational screening model consists of 306 students, who were selected by the easily accessible sampling method among the university students studying at Yozgat Bozok University, Turkey in the academic year 2019-2020. "Personal Information Form", "Academic Dishonesty Tendencies Scale", "Brief Fear of Negative Evaluation Scale" were used as data collection tools in the study. The data in the research were analyzed using the SPSS 22.0 package program. As a result of the analysis made with the Kolmagorov Smirnov test, it was found that the data were normally distributed. Independent-Samples T Test, One-Way ANOVA, Pearson Correlation and Simple Linear Regression Analysis were used to analyze the data. As a result of the analyses made, it was determined that there was no significant difference between the fear of negative evaluation and the sub-dimensions of the academic dishonesty scale in terms of gender. It was determined that the mean scores of sedentary students were significantly higher than the mean scores of the students doing sports in the dishonesty in citation sub-dimension of the academic dishonesty tendencies scale. As a result, it was determined that there is a low-level positive relationship between university students' fear of negative evaluation and their dishonesty tendency. As students' fear of negative evaluation increases, academic dishonesty tendencies also increase.

Religiosity and misuse of school aid funds: The development of the fraud theory

“…However, we see that fraud studies in educational institutions are still rarely carried out. The studies of fraud in schools place more emphasis on academic cheating [6], [7]. In addition, studies that examine financial fraud place more emphasis on business organizations [8]- [10] and non-business organizations other than educational institutions [11]- [13].…”

An Investigation of Academic Dishonesty among Undergraduates in Four Universities in Laos: Critical Analysis of Students’ Final Reports

“…A study with 357 undergraduates by Megan et al (2019) found that the chance of participating in academically dishonest behaviours was predicted by social rational orientation and perceived course value. Bozdağ (2021) demonstrated that students' academic dishonesty inclinations rise as their fear of bad assessments from instructors and professors grows. Subjective standards, which were found to be the largest predictor of academic dishonesty, and dishonesty were shown to be positively associated with perceived behavioural control (Maloshonok & Shmeleva, 2019;Zhang, Yin, & Zheng, 2018) were two major factors influencing students' engaging in academic dishonesty.…”

Academic dishonesty: exploring the relationship between culture and curriculum

“…Pride for one's tribe relies heavily on each member's contribution, and success or failure tends to be public as a collective people. Members of the tribe feel pressure to succeed and fear being publicly shamed if unsuccessful (Bozdag, 2021). For Saudi 56 20201030 Arabian students in higher education, the fear of failure would result in failure for their families and the tribe.…”

“…Saudi Arabia has free public universities that follow an eastern teaching philosophy and unsubsidized private universities that have recently adopted a western teaching philosophy (Hassan & Jamaludin, 2010). Saudi Arabian students who are unprepared for success in a western-style university might go to great lengths to appear successful and avoid the shame of failure (Bozdag, 2021).…”

“…Another aspect of high-context culture is shame or negative evaluation (Bozdag, 2021). As a result, these factors influence the way collective Saudi Arabian students learn in contrast to how individualistic cultures teach.…”