Predictors of cheating in online exams among business students during the Covid pandemic: Testing the theory of planned behavior

Ababneh, Khaldoun I.; Ahmed, Khawlah; Dedousis, Evangelos

doi:10.1016/j.ijme.2022.100713

Cited by 15 publications

(17 citation statements)

References 57 publications

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“…Academic dishonesty, misconduct, unethical behavior and cheating have most likely existed since the beginning of education (Ababneh et al , 2022). Recent studies conducted during the COVID-19 period and after the COVID-19 pandemic reveal that online cheating has increased (Janke et al , 2021; Rodriguez et al , 2021; Amzalag et al , 2022).…”

Section: Discussionmentioning

confidence: 99%

“…It may give the performer more significant advantages and opportunities over those who do not cheat, especially when it comes to grade-based competition such as job recruitment. In the classroom, cheating creates an unfair system in which cheaters are rewarded with higher marks than noncheaters, thus encouraging honest students to cheat (Ababneh et al , 2022). For some campuses, these concerns are severe enough that faculties adopt policies to reduce student online cheating (Nguyen et al , 2020).…”

Section: Introductionmentioning

confidence: 99%

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Can spiritual power reduce online cheating behavior among university students? The fraud triangle theory perspective

Sholikhah,

Adawiyah,

Pramuka

et al. 2023

JIEB

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Purpose Although the academic literature provides extensive insight into the motivations for the unethical use of information technology in online classes, little is known about how perceived justice, the opportunity to cheat and spiritual legitimacy mitigate unethical behavior among young academics. The purposes of this study are two folds: first, to determine how perceived lecturers’ justice and opportunity to cheat may mitigate academic misconduct in online classes, and second, to evaluate the moderating effect of spiritual power on the relationship between perceived lecturers’ justice and opportunity to cheat and academic misconduct. Design/methodology/approach This research was conducted at universities in three Southeast Asia countries, including Indonesia, Malaysia and Thailand, with a total of 339 respondents. The research questionnaire was distributed using Google Forms. The analytical method used to test the research hypothesis is moderated regression analysis (MRA). Findings The findings of this study reveal that spirituality moderates the relationship between lecturer justice and the opportunity to cheat online. Even though the justice level of the lecturer is low, individuals with relatively high spirituality will show much less cheating behavior than when there is a low level of lecturer justice and a low level of student spirituality, and vice versa. Research limitations/implications Cheating occurs when students develop an intention to cheat, which leads to actual involvement in cheating, meaning that theoretically, the findings extend the fraud triangle theory. In addition, the practical implications of this research are that lecturers need to conduct fair teaching, such as transparency of exam conditions, assessment, the right to an opinion and supervision during exams, consequently, the students cannot cheat. Spirituality is also an essential factor that can reduce online cheating, so instilling spirituality in specific courses is a fruitful solution. Originality/value The contributions of this study are twofold. First, this study gives testable theories on how spiritual help works. Second, this study offers tailored and more humanistic assistance, such as a mechanism that adjusts to the academic world’s usage of more positive technologies. This study contributes to the literature on online cheating in higher education across three Southeast Asian nations (Indonesia, Malaysia and Thailand).

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Can spiritual power reduce online cheating behavior among university students? The fraud triangle theory perspective

Sholikhah,

Adawiyah,

Pramuka

et al. 2023

JIEB

View full text Add to dashboard Cite

show abstract

“…Several studies also suggested that the theory of planned behaviour (TPB, Ajzen, 1991) can explain academic dishonesty in online learning (Ababneh, Ahmed and Dedousis, 2022;Chudzicka-Czupała et al, 2016). TPB proposes that people's attitudes, subjective norms, and perceived behavioural control shape their intentions and, ultimately, their behaviour.…”

Section: Discussionmentioning

confidence: 99%

Predicting Academic Dishonesty Based on Competitive Orientation and Motivation: Do Learning Modes Matter?

Akhtar,

Firdiyanti

2023

IJCRSEE

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Previous studies suggest that competition and motivation are reliable predictors of academic dishonesty. However, little is known about the role of situational factors in predicting academic dishonesty. Some studies have found that online learning is more prone to academic dishonesty, but others have found the opposite. This study focuses on academic dishonesty, how it relates to competitive orientation and motivation, and how that differs in two class modes (online vs offline). This study was conducted in Indonesia during early 2022, transitioning from online learning due to the Covid-19 pandemic to normal-offline learning. A total of 404 university students participated in this study. Most participants (74.2%) reported they cheated more frequently in online than in offline learning. The independent sample t-test indicated that students in the online learning group showed higher academic dishonesty than students in the offline learning group. Latent regression analysis showed that amotivation, hypercompetitive orientation, and learning mode are significant predictors of academic dishonesty. These findings imply that transitioning from offline to online learning during the pandemic negatively affected academic integrity.

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“…The pandemic also posted significant challenges to management education, especially for international students and experiential courses ( Mahajan, Marc Lim, Kumar, & Sareen, 2023 ; Ratten & Jones, 2021b ). Moreover, academic integrity is a concern in the online teaching mode as several studies reported a higher propensity for cheating among students in online courses ( Ababneh, Ahmed, & Dedousis, 2022 ; King, Guyette, & Piotrowski, 2009 ). For instance, Ababneh et al (2022) found that cheating intentions and perceived control were positively related to actual cheating during online exams among management students.…”

Section: Research Themesmentioning

confidence: 99%

“…Moreover, academic integrity is a concern in the online teaching mode as several studies reported a higher propensity for cheating among students in online courses ( Ababneh, Ahmed, & Dedousis, 2022 ; King, Guyette, & Piotrowski, 2009 ). For instance, Ababneh et al (2022) found that cheating intentions and perceived control were positively related to actual cheating during online exams among management students.…”

Section: Research Themesmentioning

confidence: 99%

Teaching and learning delivery modes in higher education: Looking back to move forward post-COVID-19 era

Imran

Fatima

Salem

et al. 2023

The International Journal of Management Education

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Predictors of cheating in online exams among business students during the Covid pandemic: Testing the theory of planned behavior

Cited by 15 publications

References 57 publications

Can spiritual power reduce online cheating behavior among university students? The fraud triangle theory perspective

Can spiritual power reduce online cheating behavior among university students? The fraud triangle theory perspective

Predicting Academic Dishonesty Based on Competitive Orientation and Motivation: Do Learning Modes Matter?

Teaching and learning delivery modes in higher education: Looking back to move forward post-COVID-19 era

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