The Role of Academic Self-Handicapping, Disruptive Behaviors and Perception of Classroom Goal Structure in Academic Cheating of Pharmacy Students

The aim of this study was to determine the role of individual motivational factors on cheating among pharmacy students. Hence, the role of academic self-handicapping, disruptive behavior and perception of classroom goal structure in academic cheating was assessed. This study was a descriptive correlational study. Statistical population included all 900 pharmacy students at Tabriz University of Medical Sciences, of whom 340 students were selected by stratified random sampling. The data collection tool was Midgley et al. (2000) 31-item questionnaire for measuring selfhandicapping, disruptive behavior and perception of classroom goal structure (mastery-orientation, performance-orientation and performance-avoidance). Variables Measurement scales were interval and collected data were analyzed by means of descriptive statistics and stepwise multivariate regression analysis. The correlation of the variables disruptive behaviors, self-handicapping, perception of classroom performance-orientation, performance-avoidance and mastery-orientation with academic cheating were: 0.61, 0.43, -0.176, 0.135, -0.066 respectively (p≤0.05). Results of regression analysis showed that these five predictor variables could explain 0.37 of the variance of academic cheating in pharmacy students (p≤0.05). If the teaching method or class administration is in a way that the student perceives the classroom structure as performance-oriented or performance avoidant, the probability of academic cheating will be increased. Also, if a student shows disruptive behavior in class or uses self-handicapping strategy, it is highly probable that he or she will cheat on exams