Relationship between religious commitment and academic dishonesty: is self-efficacy a factor?

Onu, Desmond Uchechukwu; Onyedibe, Maria-Chidi Christiana; Ugwu, Lawrence E.; Nche, George C.

doi:10.1080/10508422.2019.1695618

Cited by 23 publications

(16 citation statements)

References 31 publications

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“…Studies have shown that students engage in academic dishonesty at some point of their careers [38]. Although international research on academic dishonesty has been extensive [12,39], its connection to statistics anxiety has been scantily researched, including with regard to behavior determination by situational circumstances [40]-e.g., pandemics, such as the COVID-19 outbreak. This study fills this gap by examining the mediation role played by statistics anxiety on the relationship between personality Traits and academic dishonesty as it manifests in undergraduate students in the social sciences before and during the COVID-19 outbreak.…”

Section: Academic Dishonestymentioning

confidence: 99%

“…Moreover, statistics anxiety has been associated with unethical misconduct [8][9][10] and academic dishonesty [11]. More specifically, academic dishonesty has become a common global phenomenon [12] continuously increasing and having a negative impact on quality education and subsequent professional practices. Consequently, scholars have argued, educational institutions need to formulate and apply new strategies to avoid it [13], while keeping, at the same time, high educational standards for sustainable education, including distance education.…”

Section: Introductionmentioning

confidence: 99%

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No Anxious Student Is Left Behind: Statistics Anxiety, Personality Traits, and Academic Dishonesty—Lessons from COVID-19

Steinberger¹,

Eshet

Grinautsky

2021

Sustainability

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Scholarly studies have revealed that exposure to statistics courses affect students’ anxiety levels and that this has been associated with unethical misconduct. Thus, the present research’s main objective is to comprehend the mediating role Statistics Anxiety plays on the relationship comprising students’ personality traits and academic dishonesty as manifesting before and during the COVID-19 pandemic. Its aim is to understand this phenomenon and provide theoretical tools for fostering sustainably personalized distance learning and instruction. Data were collected from students studying for a bachelor’s degree in the social sciences at three different Israeli colleges. The sample comprises 316 participants and data were analyzed using Structural Equation Modelling (SEM). The results show a significant mediation manifested by an indirect effect between personality traits and academic dishonesty via statistics anxiety only in emergency remote teaching, although no parallel significant mediation was observed in the face-to-face course. These results could be explained by differences in delivery methods. Thus, we recommend that in the emergency remote teaching environment instructors’ presence include: (1) supportive, emphatic interaction to reduce virtual distance and (2) Social Emotional Learning (SEL) strategies, which foster students’ learning challenges and prevent anxiety and academic dishonesty.

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Section: Academic Dishonestymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

No Anxious Student Is Left Behind: Statistics Anxiety, Personality Traits, and Academic Dishonesty—Lessons from COVID-19

Steinberger¹,

Eshet

Grinautsky

2021

Sustainability

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“…Academic dishonesty is an act of fraud or cheating intended to obtain more than desired results on exams, papers, homework assignments, or other learning assignments (Miller et al, 2017). Academic dishonesty is motivated by many factors, including motivation (Siaputra, 2013;Thomas, 2017), religiosity (Khan et al, 2019), closer friendship, in students who have low grades (Griebeler, 2017), personal characteristics (Ruffle & Tobol, 2017), Self-efficacy (Javed, 2020;Onu et al, 2019) parents' pressure (Punjab et al, 2017). Until now, research on academic dishonesty is still often investigated to see how this behavior occurs and understand it comprehensively.…”

Section: Theorymentioning

confidence: 99%

Ego Depletion and Academic Dishonesty in Students College During Pandemi Covid-19

Herdian

Putri

2022

EID

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The COVID-19 pandemic is still being felt until September 2021 in several countries around the world. We examine the impact of the COVID-19 pandemic, especially on unethical behavior during online learning—other phenomena such as ego depletion trigger academic dishonesty behavior that occurs. A total of 92 students participated in this research. The measurement tool uses the ego depletion scale and the academic dishonesty scale. The results show that ego depletion is a significant predictor of academic dishonesty. The contribution of ego depletion to academic dishonesty is 16.3%. Ego fatigue makes students choose an easier academic path, which they feel has been affected by the COVID-19 pandemic. So that the behavior of academic dishonesty increases. The implications and research suggestions are discussed in detail.

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“…The behavior of academic dishonesty is not a new one to be studied. Until now research on academic dishonesty has been carried out in various countries such as: Indonesia , Malaysia (Yusoff, 2019), Thailand (Onu et al, 2021), Cina (Fatima et al, 2019), Afrika (Onu et al, 2021), Turki (Alan et al, 2019), Arab Saudi (Aljurf et al, 2020), Spanyol (Ezama et al, 2015), Australia, Amerika Serikat, Inggris dan Kanada (Amigud & Lancaster, 2019), dan some country others like Swedia, Jerman, Republik Ceko, Polandia dan Rumania (Ramberg & Modin, 2019;Amir & Sabbih, 2019;Mahmud et al, 2019). Some researches found that there were internal factors and external factors that affect academic dishonesty.…”

Section: Introductionmentioning

confidence: 99%

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

Herdian

Rahayu

2022

J. learn. theory methodol.

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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.

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Relationship between religious commitment and academic dishonesty: is self-efficacy a factor?

Cited by 23 publications

References 31 publications

No Anxious Student Is Left Behind: Statistics Anxiety, Personality Traits, and Academic Dishonesty—Lessons from COVID-19

No Anxious Student Is Left Behind: Statistics Anxiety, Personality Traits, and Academic Dishonesty—Lessons from COVID-19

Ego Depletion and Academic Dishonesty in Students College During Pandemi Covid-19

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

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