Presenting a causal model of the effect perceptions of classroom quality and educational justice on academic cheating with regard to the mediating role of self-efficacy

The present study was done with the aim of presenting a causal model of the effect perceptions of classroom quality and educational justice on academic cheating with regard to the mediating role of self-efficacy. The research method was descriptive-correlational and the statistical population of the study included all upper secondary girl students in khorramabad city in the academic year 2015-2016 to 9981 students, of which 240 were selected based on stratified random sampling method. To collect the required data from perceptions of classroom quality Gentry, Gable and Rizza (2002), educational justice golparvar (2011), Jinks and Morgan academic self-efficacy (1999) and academic cheating aliverdini, janalizade & amrani (2016) was used. Data analysis was performed by the SPSS-22, and AMOS-24 software. The results showed that educational justice had a negative and direct effect on academic fraud (p<0.01); But it did not have a direct effect on academic self-efficacy (P<0.05). Perceptions of classroom quality had no direct effect on academic fraud (P<0.05); But it had a positive and direct effect on academic self-efficacy (p<0.01). Also, the direct effect of academic self-efficacy on academic fraud was negative and significant (p<0.01). The indirect results of the pathways showed that only perceptions of classroom quality mediated by self-efficacy can reduce students' academic cheating. According to the results obtained, it is recommending for reduce academic cheating, develop appropriate perceptions based on challenging, engaging, meaningful tasks with choice and self-efficacy; and also, creating equal educational opportunities in schools can lead to a decrease in students' academic cheating.