“I Don’t want to Commit Academic Dishonesty”: the Role of Grit and Growth Mindset in Reducing Academic Dishonesty

Abstract

Online learning is a substitute for learning in the classroom during a global pandemic. The problem that arises is that academic dishonesty behavior increases when online learning takes place. We assess how academic dishonesty occurs during online learning. Purpose. We examine how academic dishonesty occurs during online learning. We review unethical behavior based on growth mindset and Grit as mediator variables. Materials and methods. The questionnaire was filled out by 266 students (196 female; 70 male) from universities in Indonesia. Data collection uses three scales, namely the academic dishonesty scale (α = 0.862), the growth mindset scale (α = 0.826), and the grit scale (α = 0.760). The path analysis using the multiple linear regression techniques was utilized to analyze the data in this study. Results. This study demonstrates a negative correlation between growth mindset and academic dishonesty, indicating that the more growth mindset, the less academic dishonesty. Additionally, there is a considerable negative correlation between Grit and academic dishonesty, such that the greater a person’s Grit, the less academic dishonesty there is. Additionally, a positive correlation exists between the growth mindset and Grit. The greater one’s growth attitude, the greater one’s Grit. The primary finding is that Grit mediates the growth mindset’s attitude toward academic dishonesty, implying that the growth mindset affects academic dishonesty by Grit. Conclusions. The conclusion is that the growth mindset acts as a buffer against academic dishonesty. However, Grit’s position is ideal for mediating the association between growth mindset and academic dishonesty. Thus, a growth mindset can boost students’ Grit, which can help prevent academic dishonesty. We reviewed recommendations for decreasing unethical behavior in online education and its consequences for higher education.

Grit and Self-Efficacy on Growth Mindset- A Review Based Analysis

“…Academic dishonesty always declines in the presence of pupils who have high grit. Academic dishonesty was influenced by development mentality and was mediated by students' Grit which was inversely proportional to academic dishonesty [2]. In a first-year engineering students' study, a favorable correspondence between grit and academic achievement as well as a strong association between the growth mental setup and educational achievement was found.…”

“…The objectives of this systematic review paper are: (1) A preliminary literature analysis on the intervention of a growth mindset module on vocational education students. (2) To identify the association between self-efficacy, grit, and growth mindset based on a literature review.…”

Growth Mindset Training for Teacher: Method of Changing the Teacher's Mindset

“…A cumulative score is calculated by summing the responses to these five items, with higher scores indicating a stronger growth mindset. The Growth Mindset Scale has been validated and found reliable (Herdian & Rahayu, 2022). Data analysis for this research employs a Paired Sample t-test using the JA-MOVI software program.…”

“…Students who adopt and maintain a Growth Mindset tend to enhance not only their own learning experiences but also contribute positively to the learning environment, encouraging both fellow students and teachers to persist through challenges (Schmidt et al, 2017;Herdian & Rahayu, 2022;Nastiti et al, 2022). This proactive approach can significantly influence their mental health and overall well-being within the school setting Wahidah & Royanto, 2019a).…”

How Does the Tendency to Guilt and Shame Impact Academic Fraud? A Prospective Study for Future Educators

“…Reason Academic Cheating has been studied by various studies, including religiosity (Djie & Ariela, 2021); moral reasoning (Heriyati & Ekasari, 2020)opportunity, and rationalization; procrastination (Prasetyo & Handayani, 2019); self-efficacy (Pradia & Dewi, 2020); confidence (Syahrina & Andini, 2017); achievement motivation and peers (Utami & Sri, 2019); perception of school climate (Fitria, 2019); effects of performance goals and social norms (Daumiller & Janke, 2020)mixed findings suggest that especially the effect of performance goals might depend on contextual factors. Aims: We wanted to investigate whether crucial aspects of the achievement situation influence the magnitude of the effect of performance goals (here: focused on appearance; peer pressure and anxiety (Pantu et al, 2020); Grit (Herdian & Rahayu, 2022); parental pressure and perfectionism (Lusiane & Garvin, 2019).…”