academic dishonesty

Academic dishonesty is a common problem in higher education, which has become more widespread with the outbreak of coronavirus. To tackle the problem, it seems necessary to identify specific areas and forms that cause dishonesty. In this regard, in this study, the reasons (motives) of students in medical universities and forms of academic dishonesty were scrutinized.

 The research approach was qualitative. Accordingly, semi-structured interviews were conducted with 23 samples from two groups of faculty members and students during the academic years 2020 and 2021, and the interviews were conducted till theoretical saturation. Thematic content analysis method was used to analyze the qualitative data.

 The results revealed that students' reasons for moving towards academic dishonesty in the midst of the crisis can be divided into three categories: individual factors, social pressure, and academic issues. Besides, the forms of academic dishonesty were manifested in three forms of cheat, cooperation, and plagiarism.

 Relieving the pressures of family, social, academic, and cultural life as well as workload and other individual activities to reduce cheat and the phenomenon of academic dishonesty in medical universities requires the adoption of appropriate preventive strategies and policies, including the formation of values and guidelines.

The present study was conducted with the aim of investigating educational cheating and student cheating in the framework of a causal model considering religious and moral variables.

The participants of the research included 300 people (134 boys and 166 girls) from Shiraz University, who used Gluck and Stark religiosity questionnaires, McCabe and Treviño's academic dishonesty scale, Boffard et al.'s academic goal orientation questionnaire, and Miltiadis' moral orientation questionnaire. completed The data was analyzed using structural equation modeling method by Amos software version 22.

The findings showed that all three variables of adherence to religion, academic goal orientation and goal orientation are negative predictors of academic dishonesty. Also, there is a positive relationship between the variables of adherence to religion and academic goal orientation, and between the variables of adherence to religion and moral orientation. Path coefficients for the variable of adherence to religion and academic dishonesty - 6/, the variable of adherence to religion and moral orientation 0.91, the variable of adherence to religion and academic goal orientation 0.94, the variable of moral orientation to academic dishonesty - 35/ and the variable of academic goal orientation to Academic dishonesty was found to be -0.58, all of which were significant at the 01/ level.

In general, it can be concluded that students' religious beliefs, adherence to moral values, and having a goal and motivation in education are effective in avoiding cheating in education, as well as being honest

 Justice sensitivity is a stable personality trait that relates to prosocial behavioral tendencies and altruistic orientation. Secure attachment and deep emotional bond with others will increase justice sensitivity in students and prepare the ground for academic honesty and efficiency of education system. Considering the role of this personality trait in healthy educational behaviors; the purpose of this study is to investigate the antecedents and outcomes of justice sensitivity in a frame of a causal model.

 The present study is descriptive and in the form of structural equation modeling in which, the attachment styles were considered as independent variables, justice sensitivity as a mediating variable and academic dishonesty as a dependent variable. Participants were 240 (boys and girls) M.S. Shiraz University students. They completed Justice Sensitivity Scale, Revised Adult Attachment Scale and Academic Dishonesty Scale. Factor analysis method was used to verify validity and the Cronbach Alpha was applied to determine the reliability of the scales؛ Also, bootstrapping method in AMOS 24 was conducted to examine the mediational effects of the intervening variables.

Ethical Considerations:

 Participants completed the scales online after they were informed of the study aims and were ensured on paper that the responses would remain confidential.

 Results showed that attachment styles were significant predictor of academic dishonesty through which secure attachment style was negative significant predictor of academic dishonesty (β=-0/44, p=0/0001) and insecure attachment styles (avoidant and anxious) were respectively positive significant predictors of academic dishonesty (β=0/13, p=0/0001) and (β=0/36, p=0/0001). Results also revealed that secure attachment style predicted justice sensitivity positively (β=0/41, p=0/0001) and avoidant style predicted justice sensitivity negatively (β=-0/35, p=0/0001). Furthermore, results demonstrated that justice sensitivity mediated the relationship between attachment styles and academic dishonesty. In general; findings confirmed that secure attachment style decreases academic dishonesty through increasing the justice sensitivity.

 According to the hypothesis testing results, it can be concluded that Secure adults tended to hold positive self-image and positive image of others; meaning that they had both a sense of worthiness and an expectation that other people were generally responsive and trustworthy. This means that secure students will apply effective and ethical strategies to achieve their educational goals and never intend to violate the rights of others to gain academic legitimacy.

Academic dishonesty is a common immoral behavior in educational settings that helps people achieve the desired but unfair, illegal and indecent results. This was a correlational study aimed at predicting academic dishonesty based on moral identity, emotional self-awareness, and academic self-concept in medical students. The statistical population of the present study included all male and female undergraduate students of allied medical sciences studying at public universities in Tehran in the academic year 2019-2020. Of these students, 300 were selected using random sampling method. Data collection tools included questionnaires of academic dishonesty, moral identity, and emotional self-awareness, and academic self-concept. The face and content validity of all questionnaires were approved by the management professors, and their reliability was reported through Cronbach's alphas of 0.83, 0.74, 0.79 and 0.71, respectively. Data were analyzed using descriptive statistics and focal correlation analysis using SPSS version 24. The results of the present study showed that academic self-concept, emotional self-awareness, and moral identity are predictors of students' academic dishonesty. The results of the present study have important and effective implications for identifying the factors affecting academic dishonesty and reducing this problem in students.

Academic dishonesty has spread widely among students in different countries, which has led to adverse consequences in the field of education in different societies. Gray was an academic challenge.

The research was correlational and path analysis. The statistical population of the study consisted of all students of Ahvaz University in the academic year of 1996-97, in which 327 undergraduate male and female students of this university were selected through multi-stage cluster sampling. Data were collected using the Duik Intelligence Impact Scale (2011), the Khamesan and Amiri Academic Dishonesty Scale (2011), and the Benishkak et al. (2005) Academic Challenge Scale. Pearson correlation and path analysis were used to analyze the data.

The results showed that the incremental belief dimension of intelligence was a significant predictor of academic dishonesty both directly (p = 05) and through challenge avoidance mediation (p = 02.). Intrinsic belief in intelligence was a significant predictor of academic dishonesty both directly (p = 05.) and mediated by the tendency to challenge (p = 02.2).

In general, it can be concluded that academic challenge and intelligence beliefs are two of the main factors for investigating academic dishonesty.

Academic dishonesty is one of the important challenges of educational centers. In the present study, the role of moral disengagement mediators’ in the relationship between moral characters and academic dishonesty was investigated. The present study is a correlation study. The statistical population included all students of Shiraz University and the participants were 246 students selected by random cluster sampling. Moral disengagement and academic dishonesty scales and moral characters questionnaire were used to measure the research variables. Structural Equation Modeling was performed using AMOS software to analyze the research data. The results of the structural equation model showed that positive moral characters are directly related to academic dishonesty, also negative moral characters has a significant relationship with academic dishonesty directly and with mediating of moral disengagement. Moral disengagement has been directly predictor of academic dishonesty in students, too. According to the findings, it can be concluded that positive moral characters directly and negative moral characters directly and with mediating of moral disengagement can predict academic dishonesty. Moral disengagement was predictor of academic dishonesty in students, too.

Despite the upward literature in ethical behavior of nurses, little attention has been given to the importance of the academic dishonesty behaviors. This conflict puts higher education institutions and faculty members to face new problems, because they don't know how to guarantee the academic integrity. Hence, present research examined the role of academic self-concept meditation in relation to locus of control and academic dishonesty in a form of a structural model. The sample of this research was 298 nursingstudents of the Ahvaz Jundishapur University of Medical Sciences. The structural equation modeling was used to analyze the relationship between the components. Moreover, to collect data, locus of control, academic self-concept and academic dishonesty scales were used; and also, their validity and reliability were confirmed by confirmatory factor analysis method and Cronbach's alpha coefficient. Additionally, SPSS and AMOS software's version 22 were used for analyses data. As the results revealed that academic self-concept fully mediated the relationship between internal locus of control and external locus of control, the internal locus of control was a positive predictor and external locus of control was a significant negative predictor of academic self-concept. Furthermore, academic self-concept decreased academic dishonesty. In addition, there was a direct effect of internal locus of control and external locus of control on academic dishonesty. It means these findings had practical and experiential benefits for researchers; these concepts help them to analyze and decrease the academic dishonesty in clinical and academic environments among nursing.

Academic dishonesty has become a worrying problem as students' deliberate attempts to distort, falsify or fabricate their academic assignments. This study aimed to evaluate the Psychometric of academic dishonesty scales for high school students.

In this descriptive-correlational study, 606 boy and girl students of high schools of Ahvaz city were selected using multistage cluster sampling in 2018-19 academic year. Witherspoon et al. (2010) and Zimbardo and Boyd Time Perspective Scale (1999) were used to collect data. Confirmatory factor analysis, correlation coefficient and convergent validity were used to assess the validity of the scale and internal consistency using Cronbach's alpha coefficient and split method used to assess the reliability of the scale. Data analysis was performed using AMOS 21 and SPSS 22 software.

Two-dimensional structure of the academic dishonesty scale, including traditional and advanced cheating behaviors fitted well with the data. The validity and reliability of the scale were confirmed. There was a significant positive correlation between traditional cheating behavior with past negative, past positive, present hedonistic and present fatalistic (p<0.05) and also, contemporary cheating behavior with past negative, present hedonistic and present fatalistic (p<0.01). Moreover, there was a significant difference between mean scores of the girls and boys (p=0.001).

The findings indicate that the academic dishonesty scale is a valid and reliable tool for measuring academic dishonesty behaviors in high school students. Use of this scale in psychological, educational and counseling study on high school students is recommended.

According to the purpose, function, and necessity of schools, one of the issues that can interfere with the operation of the educational institutions and prevented them from reaching their goals is academic dishonesty. This study aimed to provide the causal model of academic dishonesty based on perceptions climate emotional and flexibility of family with the mediating role of academic self-efficacy.  This study was descriptive and correlational. Statistical population includes all upper secondary girl students in khorramabad city that 9981 was of through the rules of thumb kline the sample size of 240 person determination and through stratified random sampling method were selected. To collect the required data from questionnaires family emotional climate of Hill Berne (1964), Family flexibility shakeri (1382), Morgan and Jinks academic self-efficacy (1999) and academic cheating aliverdini, janalizade & amrani (1394) was used. The correlation matrix, path analysis and Goodness of Fit Index with use of software Lisrel 8.5 was used for data analysis. The results of path analysis showed that perceptions of family emotional climate on academic self-efficacy and academic cheating direct impact and with self-efficacy mediation indirect impact but family flexibility on self-efficacy has direct effect and with mediated by self-efficacy indirect effect academic cheating had. Also academic self-efficacy has direct effect on academic cheating. The results of the direct effect perceptions of family emotional climate on academic self-efficacy and academic cheating and the mediating role of self-efficacy in structural relationship between perceptions of perceptions climate emotional and flexibility of family with students' academic cheating provides support.

This research aimed to examine the relationship between the Mastery goal structure and academic dishonesty through mediatory role of learning goal orientation.

The sample consisted of 385 (131 male and 254 female) student of Lorestan university were selected using multi-stage cluster sampling and completed the classroom goals structure scale (midgley, & et al., 2000), the academic dishonesty scale (Khamesan & Amiri, 2010) and the achievement goal orientation scale (Boofard, & et al., 1998). The method of this research was descriptive and based on correlation method in which the relationship between variables was investigated in the form of path analysis.

The results showed that the mastery goal structure mastery is a negative predictive of academic dishonesty and positive predictive orientation of learning purpose. Also, the results of path analysis indicated the mediator role of orienting the learning goal between the goal of learning and academic dishonesty.

Considering that the goal structure of mastering and orienting the purpose of learning is inversely related to educational inaccuracies, it can be concluded that the dominance of the structure of the goal of mastery in the classroom and the choice of orientation of the learning goal reduces academic dishonesty among Students.

Ethics of care are the central core of nursing values and a fundamental concept in the nursing profession. Since the outlook of nurses on ethics can affect the quality of care, the present study was conducted to investigate the attitude of nursing students to codes of ethics for nurses, their commitment to ethics of care, and academic dishonesty in Abadan School of Medical Sciences.
This descriptive analytical study was performed among 150 nursing students of Abadan School of Medical Sciences by census sampling in 2016. After giving their informed consent, the students completed the questionnaire designed by McCrink in 3 sections: 1) demographic information, 2) attitude to ethics codes, commitment to ethics of care and neutralization behaviors, and 3) outlook on academic dishonesty. Data were analyzed using descriptive statics, chi-square test and Pearson’s correlation coefficient in SPSS version 21.
The results showed that the students had the most positive attitude to ethics codes and commitment to ethics of care, and the most negative attitude to neutralization behaviors. Less than half of the participants had a negative outlook on academic dishonesty. Moreover, about 40 percent of the students reported academic dishonesty among their classmates. Ethics codes are moral values in academic and clinical settings and should therefore be considered as major components of initial nursing education programs. Additionally, it seems necessary to make efforts in order to change nursing students’ attitude toward academic dishonesty.