The Impact of Alienation Through Neutralization on Students’ Academic Dishonesty

Hakim, Luqman; Soesatyo, Yoyok; Dwiharja, Laksmi M.; Prakoso, Albrian Fiky; Kurniawan, Riza Yonisa; Marlena, Novi; Widayati, Irin

doi:10.1080/08975930.2018.1480990

Cited by 10 publications

(6 citation statements)

References 40 publications

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“…In the meaninglessness dimension that emphasizes the academic alienation of students, students cannot establish a connection between the subjects in the curriculum and their own lives. They think that what is taught at school will not contribute to their current and future lives (Hakim et al, 2018), and thus consider what is taught as unnecessary pieces of information. In such a case, the curriculum and classroom teaching process may not address the individual characteristics and needs of students.…”

Section: Conceptual Framework: the Relationship Between Social Justic...mentioning

confidence: 99%

“…Alienation and social justice leadership in terms of the normlessness. Students who become alienated in the normlessness dimension resist the existing order in school and perform behaviors that do not comply with the school rules (Hakim et al, 2018). They exhibit negative behaviors in the classroom, they may use bad language in the presence of their teachers and friends, and solve problems by fighting (Cao, 2016).…”

Section: Conceptual Framework: the Relationship Between Social Justic...mentioning

confidence: 99%

“…Alienation in the social isolation dimension occurs when a person does not have a sense of belonging to the social environment which he is and keeps himself away from that social environment (Sanberk, 2003). Students who become alienated in this dimension isolate themselves from their teachers and friends (Hakim et al, 2018). This may be due to students’ relationship with their teachers and friends.…”

Section: Introductionmentioning

confidence: 99%

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The Correlation between Social Justice Leadership and Student Alienation

Canlı

Demirtaş

2021

Educational Administration Quarterly

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Purpose This study aimed to investigate the correlation between social justice leadership levels of school principals and school alienation levels of students in Turkey. Furthermore, it investigated the students’ perceptions about social justice leadership and alienation from school and whether there were significant differences based on gender, socioeconomic status and student grade levels. Research Methods The study sample included 493 high school students assigned with the cluster sampling method. The “Social Justice Leadership Scale” and “Student Alienation Scale” were used in the study to collect the data. Descriptive statistical analysis, t-test, one-way analysis of variance, correlation analysis and multiple linear regression analysis were conducted to analyze the data. Findings It was determined that there were significant differences between student perceptions on school alienation and social justice leadership of school principals based on the school's socioeconomic level, and the student's gender and grade level. There was a significant negative correlation between school alienation and social justice leadership. It was found that social justice leadership was a significant predictor of alienation from school and explained about 23% of the total variance in alienation from school. Implications Based on the study findings, it was concluded that exhibition of social justice leadership behavior by school principals decreased school alienation levels among the students. The level of school alienation of the students attending schools where principals exhibit social justice leadership behavior is expected to be lower.

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Section: Conceptual Framework: the Relationship Between Social Justic...mentioning

confidence: 99%

Section: Conceptual Framework: the Relationship Between Social Justic...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Correlation between Social Justice Leadership and Student Alienation

Canlı

Demirtaş

2021

Educational Administration Quarterly

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“…Ketidakpercayaan diri tersebut mendorong mereka untuk melakukan kecurangan akademik. Hal ini juga sering diteliti oleh banyak peneliti misalnya: Lambert, Hogan, and Barton (2003); Austin et al (2006); Donse and Groep, (2013); dan Hakim et al, (2018).…”

Section: Pendahuluanunclassified

Pengajar Kredibel dan Mahasiswa Jujur: Literasi Ekonomi Tinggi?

Prakoso

Kurniawan

Ghofur

2020

JJPE

Self Cite

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Many students see that cheating during an exam is the most effective way to improve academic grades. Many of them do that because they think teaching the lecturer is less credible. This study aims to determine whether the credibility of lecturers and student dishonesty can affect the level of economic literacy of students. The number of respondents in this study amounted to 77 students and analyzed using a quantitative approach. The results showed that the higher the credibility of lecturers, the lower the academic cheating. The more credible the lecturer, the higher the economic literacy of students. However, it turns out that student academic cheating does not determine the level of economic literacy of students. The exciting thing from the results of this study is that the ability of lecturers to answer questions turns out to determine students' perceptions about the credibility of their lecturers. Still, when students call lecturers more credible, it makes students commit fraud.

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“…In the educational field, the value of honesty is costly [14]. According to Hakim et al [15], academic dishonesty is caused by students' incompetent feelings or facing difficulties in accounting subjects and getting pressure to achieve specific targets.…”

Section: Introductionmentioning

confidence: 99%

Academic dishonesty on online learning among vocational high school students

Jatmika

Suwandi

Santoso

et al. 2022

IJERE

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<span lang="EN-US">This study described the academic dishonesty phenomenon in accounting subject online learning at the business and management vocational high schools and identify the factors that influenced students to commit academic dishonesty. This was case study research with a qualitative approach. The participants were four teachers and six students from accounting and institutional finance classes. The data were collected using interviews and documentation, then being analyzed using interactive analysis techniques. The results showed that most students’ academic dishonesty behaviors were cheating and collaborating during examinations or assignments and doing individual assignments together. Several factors related to academic dishonesty among students include: i) Rationalization, stating rational reasons about the teacher not explaining the material thoroughly, which impacted students’ lack of material understanding; ii) Pressure, which comes from a desire within the students and parents’ demands to get good grades; iii) Opportunity, which arises due to the lack of direct teacher supervision on students’ work and the openness of internet access; and iv) Lack of academic ability, showing that the students who commit academic dishonesty are usually lacking in terms of academic ability.</span>

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The Impact of Alienation Through Neutralization on Students’ Academic Dishonesty

Cited by 10 publications

References 40 publications

The Correlation between Social Justice Leadership and Student Alienation

The Correlation between Social Justice Leadership and Student Alienation

Pengajar Kredibel dan Mahasiswa Jujur: Literasi Ekonomi Tinggi?

Academic dishonesty on online learning among vocational high school students

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