The role of self-presentation of low achievement, Disruptive behaviors and academic hopelessness in anticipation of the university students’ academic cheating

Document Type : Research Paper

Author

Abstract

Abstract
The purpose of this research was define the role of self-presentation of low achievement, Disruptive behaviors and academic hopelessness on the students’ academic cheating. All of the shahid madany university students were the statistical population, approximately 6000. Statistical sample were 404. Instruments were migdly and et al(2000) Manual for the Patterrns of Adaptive Learning Scales (PALS). The reliability of the instruments were acceptable . collected Data were analyzed by SPSS.V.16, and stepwise multiple regression manner. Self-presentation of low achievement, Disruptive behaviors and academic hopelessness as independent variables, could predict the students’ academic cheating behavior meaningfully . Disruptive behavior, academic hopelessness, and self-presentation of low achievement had the greatest role on the students’ academic cheating respectively. Could concluded that if self-presentation of low achievement, Disruptive behaviors and academic hopelessness were high, as much as the academic cheating behavior would be high.

Keywords

References

 Amrein-Beardsley, A., Berliner, D. C., & Rideau, S. (2010). Cheating in the first, second, and third degree: Educators' responses to high-stakes testing. education policy analysis archives, 18, 14.
Anderman, E. M., Cupp, P. K., & Lane, D. (2009). Impulsivity and academic cheating. The Journal of Experimental Education, 78(1): 135-150.
Bennett, R. (2005). Factors associated with student plagiarism in a post‐1992 university. Assessment & Evaluation in Higher Education, 30(2): 137-162.
 Bernardi, R. A., Baca, A. V., Landers, K. S. & Witek, M. B. (2008). Methods of cheating and deterrents to classroom cheating: An international study. Ethics & Behavior, 18(4): 373-391.
Bernardi, R. A., Banzhoff, C. A., Martino, A. M. & Savasta, K. J. (2012). Challenges to academic integrity: Identifying the factors associated with the cheating chain. Accounting Education, 21(3): 247-263.
Boysen, C. J. (2007). Teachers and cheating: The relationship between the classroom environment and high school student cheating.
Bru, E. (2006). Factors associated with disruptive behaviour in the classroom. Scandinavian Journal of Educational Research, 50(1): 23-43.
Esturgó-Deu, M. E., & Sala-Roca, J. (2010). Disruptive behaviour of students in primary education and emotional intelligence. Teaching and teacher education, 26(4): 830-837.
Etter, S., Cramer, J. J., & Finn, S. (2006). Origins of academic dishonesty: Ethical orientations and personality factors associated with attitudes about cheating with information technology. Journal of Research on Technology in Education, 39(2): 133-155.
 Feinberg, J. M. (2009). Perception of cheaters: The role of past and present academic achievement. Ethics & Behavior, 19(4): 310-322.
Finn, K. V., & Frone, M. R. (2004). Academic performance and cheating: Moderating role of school identification and self-efficacy. The Journal of Educational Research, 97(3): 115-121.
Gadbois, S. A., & Sturgeon, R. D. (2011). Academic self‐handicapping: Relationships with learning specific and general self‐perceptions and academic performance over time. British Journal of Educational Psychology, 81(2): 207-222.
Jordan, A. E. (2001). College student cheating: The role of motivation, perceived norms, attitudes, and knowledge of institutional policy. Ethics & Behavior, 11(3): 233-247.
Kumcagiz, H., Ersanli, E., & Alakus, K. (2014). Hopelessness, procrastination and burnout in predicting job satisfaction: A reality among public school teachers. International Journal of Academic Research, 6(1).
 McCabe, D. L., Feghali, T., & Abdallah, H. (2008). Academic dishonesty in the Middle East: Individual and contextual factors. Research in Higher Education, 49(5): 451-467.
McCabe, D. L., Treviño, L. K. & Butterfield, K. D. (2001). Cheating in academic institutions: A decade of research. Ethics &Behavior, 11(3): 219-232.
McTernan, M., Love, P. & Rettinger, D. (2014). The influence of personality on the decision to cheat. Ethics & Behavior, 24(1): 53-72.
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E. & Urdan, T. (2000). Manual for the patterns of adaptive learning scales. Ann Arbor, 1001, 48109-1259.
Murdock, T. B. & Anderman, E. M. (2006). Motivational perspectives on student cheating: Toward an integrated model of academic dishonesty. Educational Psychologist, 41(3): 129-145.
Murdock, T. B., Beauchamp, A. S. & Hinton, A. M. (2008). Predictors of cheating and cheating attributions: Does classroom context influence cheating and blame for cheating?. European Journal of Psychology of Education, 23(4): 477-492.
Murdock, T. B., Miller, A. D. & Goetzinger, A. (2007). Effects of classroom context on university students’ judgments about cheating: Mediating and moderating processes. Social Psychology of Education, 10(2): 141-169.
Passow, H. J., Mayhew, M. J., Finelli, C. J., Harding, T. S. & Carpenter, D. D. (2006).Factors Influencing Engineering Students, Decaisions To Cheat by Type of Assessment. Research in Higher Education, 47(6): 643-684.
Poch, F. V., Villar, E., Caparros, B., Juan, J., Cornella, M. & Perez, I. (2004). Feelings of hopelessness in a Spanish university population. Social psychiatry and psychiatric epidemiology, 39(4): 326-334.
Rettinger, D. A. & Jordan, A. E. (2005). The relations among religion, motivation, and college cheating: A natural experiment. Ethics & Behavior, 15(2): 107-129.
Rettinger, D. A., & Kramer, Y. (2009). Situational and personal causes of student cheating. Research in Higher Education, 50(3): 293-313.
Rice, E. H., & Yen, C. J. (2010). Examining gender and the academic achievement of students with emotional disturbance. Education and treatment of children, 33(4): 601-621.
Tas, Y., & Tekkaya, C. (2010). Personal and contextual factors associated with students’ cheating in science. The Journal of Experimental Education, 78(4): 440-463.
Urdan, T. & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13(2): 115-138.
Wei, T., Chesnut, S. R., Barnard-Brak, L., & Schmidt, M. (2014). University students’ perceptions of academic cheating: Triangulating quantitative and qualitative findings. Journal of Academic Ethics, 12(4): 287-298.
Whitley, B. E., Nelson, A. B., & Jones, C. J. (1999). Gender differences in cheating attitudes and classroom cheating behavior: A meta-analysis. Sex Roles, 41(9-10): 657-680.
Williams, S. (2001). How do I know if they're cheating? Teacher strategies in an information age. Curriculum journal, 12(2): 225-239.
Yang, S. C. (2012). Attitudes and behaviors related to academic dishonesty: A survey of Taiwanese graduate students. Ethics & Behavior, 22(3): 218-237.
The Journal of New Thoughts on Education
Volume 13, Issue 2 - Serial Number 44
September 2017
Pages 219-236

Files

Share

How to cite

Statistics