Academic Dishonesty on Students: What is the Role of Moral Integrity and Learning Climate?

Academic dishonesty is a global problem that occurs in various parts of the world. Cases of academic dishonesty that are growing throughout the world are a serious concern for every country because they have a big impact on moral violations and other bad social behavior. This research aims to find out whether there is a relationship between moral integrity and academic dishonesty in students, and whether there is a relationship between learning climate and academic dishonesty in students. This research uses a correlational quantitative approach using 3 psychological scales as measuring tools, namely the academic dishonesty scale, the moral integrity scale and the learning climate scale which is adapted from previous researchers with good psychometric quality. The subjects in this research were 320 students from various levels throughout Indonesia who were taken using snowball sampling technique. Data analysis used the Pearson correlation test to answer hypothesis 1 and the Spearman correlation test for hypothesis 2 because of the two variable is not linear. The results of this research show that moral integrity has proven to be significant as a predictor of academic dishonesty behavior in students, however the research results found that there is no significant relationship between learning climate and academic dishonesty. The results of this research provide unexpected new findings that creating a positive learning climate alone is not enough to reduce the rate of academic dishonesty among students

Lived experiences of students in the online learning environment as it relates to acts of academic dishonesty: a Western United States community college study

2014 Summer.Academic dishonesty has been an issue in education for many years (McCabe, 2001). As online education becomes more prevalent, the belief among faculty is that more acts of academic dishonesty are occurring in online courses rather than in face to face or on campus courses (Burke, 1997). However, little is known about how students understand and discuss acts of academic dishonesty in the online learning environment. The purpose of this study was to explore the lived experiences of students at a Western United States Community College as it relates to acts of academic dishonesty in the online learning environment. The research question that formed the basis of this study was: What are the lived experiences of community college students at a Western United States Community College as they relate to acts of academic dishonesty in an online course? The research method for this study was interpretative phenomenological analysis, IPA. Seven participants were interviewed. Through the analysis of the interviews the following themes emerged addressing the research question: 1. Online Learning is Convenient Yet Less Beneficial 2. Diverse Experiences with Acts of Academic Dishonesty 3. Academic Dishonesty Means Cheating 4. Heard About Academic Dishonesty in High School 5. Reasons Given for Committing Acts of Academic Dishonesty 6. Student Engagement Determined Acts of Academic Dishonest

To Cheat or Not to Cheat: Impacts of Learning Disability Status and Impulsivity on Cheating

Impulsivity is associated with academic dishonesty and deficits/disorders related to learning disabilities (LD). Despite separate connections made between impulsivity and academic cheating and between impulsivity and LD, there is little information in the literature regarding whether the impulsivity feature of some LD is related to higher rates of academic dishonesty among students with LD. We measured history of academic dishonesty, tolerance of academic dishonesty, and impulsivity in 83 Amazon Mechanical Turk participants. An independent samples t-test revealed that participants with LD exhibited higher levels of dysfunctional impulsivity compared to neurotypical (NT) peers. Dysfunctional impulsivity was associated with increased cheating tolerance. Individuals with LD also reported cheating on more types of assignments (e.g., papers, tests, quizzes). This data demonstrates a connection between learning disabilities and impulsivity that researchers can further explore using experimental methods. These results have important implications for educators

Elucidating the associations between achievement goals and academic dishonesty: a meta-analysis

Academic dishonesty is a pervasive problem undermining the effectiveness of educational institutions. From a motivational perspective, researchers have proposed achievement goals as antecedents of academic dishonesty. Empirical findings corroborate the notion that mastery goals (focus on learning and competence development) are negatively linked to academic dishonesty. However, even though theoretical considerations suggest positive links between performance goals (focus on competence demonstration) and academic dishonesty, empirical findings are mixed. To provide a better understanding of how goals matter for academic dishonesty, we conducted three-level meta-analyses encompassing 163 effect sizes from 33 studies and a total of 19,787 participants. We found a disproportional use of correlational designs (using self-report measures of academic dishonesty) and personal goal measures (opposed to surrounding goal structures). Evidence of publication bias was not found. Our results confirmed the expected negative associations between mastery goals and academic dishonesty and revealed heterogenous findings for performance goals, with indications of positive associations within behavioral and intentional dishonesty measures, but not within self-reports. To further clarify the associations between achievement goals and academic dishonesty, we call for more methodological rigor in the measurement of goals and dishonesty as well as multi-methods approaches when investigating their interplay

EGO DEPLETION AND ACADEMIC DISHONESTY IN STUDENTS COLLEGE DURING PANDEMI COVID-19

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

Peran Academic Dishonesty dalam Menjelaskan Hubungan Antara Self-Regulated Learning dan Dukungan Sosial Teman Sebaya dengan Prestasi Akademik

Tujuan dari penelitian ini adalah untuk melihat peranan academic dishonesty dalam menjelaskan hubungan antara self-regulated learning dan dukungan sosial teman sebaya dengan prestasi akademik. Sampel penelitian berjumlah 327 mahasiswa Universitas Brawijaya dengan menggunakan teknik purposive sampling. Analisis data menggunakan regresi berganda dengan variabel moderator. Hasil penelitian menemukan bahwa terdapat hubungan antara self-regulated learning dan dukungan sosial teman sebaya dengan prestasi akademik akan tetapi dukungan sosial teman sebaya tidak berhubungan dengan prestasi akademik. Sementara academic dishonesty berperan sebagai moderator dalam hubungan antara self-regulated learning dengan prestasi akademik

Parent and peer attachment to academic dishonesty in online learning during the COVID-19 pandemic

Since the COVID-19 pandemic has occurred around the world, education has been one of the most affected. All schools in the world are closing and changing the learning system to online learning. This makes social interaction between students limited, but not for parents who live together. The implementation of online learning turns out to provide an easier method of committing academic dishonesty. We examine how attachments that include father, mother and peer attachments affect the behaviour of academic dishonesty. A total of 165 high school students participated in this study. Results Our research confirms previous research that the results show no effect of all attachments on academic dishonesty. This shows that students continue to be dishonest during online learning without being influenced by attachments, in contrast to other studies conducted before the COVID-19 pandemic occurred. The research results and implications for education providers are discussed

Witnessing Academic Dishonesty and Student’s Satisfaction with Learning, Motivation for Studying and Evaluation of Faculty

Academic dishonesty has been a long-term problem in secondary and higher education. Previous studies reported that an average of two-thirds of students reported that they have engaged in academic dishonesty in high school or college. This study explored witnessing academic dishonesty and its influence on students\u27 experiences in the learning environment. The hypothesis is that witnessing academic dishonesty will negatively impact the student’s satisfaction with learning, motivation for studying, and evaluation of faculty. In conducting the study, participants (N = 250) completed an online survey assessing their satisfaction with learning, motivation for studying, and evaluation of faculty. Participants also reported their reaction to a hypothetical scenario of witnessing academic dishonesty and answered a question about their actual experience of witnessing academic dishonesty. The results found that 46% of participants witnessed academic dishonesty, and students who witnessed academic dishonesty were less satisfied with learning than participants who did not. Witnessing academic dishonesty had no apparent effect on the motivation for study and evaluation of faculty. Moreover, in the experimental study, the result did not support the hypothesis that witnessing academic dishonesty will negatively impact the student’s satisfaction with learning, motivation for studying, and evaluation of faculty. Although preliminary, this study indicates a potential causal connection between witnessing academic dishonesty and dissatisfaction with learning

Navigating Academic Integrity in the Digital Era: Challenges, Strategies, and Solutions

In contrast to the slower pace of adopting online learning seen in the previous decades, the COVID-19 pandemic brought about a rapid and widespread shift to online education. However, this sudden transition also led to an increase in academic dishonesty, posing a threat to the integrity of online courses. Many educational institutions and educators are uncertain about how to effectively respond to these new forms of cheating. This research aimed to understand the recent changes in academic dishonesty based on the latest literature. The study revealed concerning trends: new methods of contract cheating and collaborative cheating, shifting perceptions of cheating among students, a reported increase in online cheating, and a lack of strong institutional efforts to address these challenges. Despite these difficulties, the study also identified a range of potential solutions, both innovative and well-established, that can help counteract the problem of academic dishonesty, provided there is a willingness and the necessary resources to implement them. Keywords: Academic Dishonesty, Online learning, Contract Cheating, Cheating DOI: 10.7176/JEP/14-25-05 Publication date:September 30th 2023

Forget About Cheating, What About Learning?

This paper will argue that academics need to re-focus on what really matters when developing policies to prevent plagiarism (used here in a broad sense to include unauthorised collaboration in assessment) and deal with its occurrence. Too often, institutions adopt an approach based the concepts of dishonesty and theft. A focus on learning, I will argue, can be fairer to students, more effective in terms of plagiarism prevention, whilst resulting in a system with strengthened resilience to litigation