A Survey of the Views of College Students on Academic Dishonesty

Kasayira, Joseph M.; Musingarabwi, Starlin; Nyanhongo, Gibson S.; Chipandambira, Kudzai S.; Sodi, Tholene

doi:10.1080/14330237.2007.10820156

Cited by 2 publications

(3 citation statements)

References 13 publications

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“…Anderman, 2007;Vansteenkiste et al 2006;and Bolin 2004 found that a student's main purpose in earning an academic degree plays a significant role in students' cheating behavior. Kasayira et al (2007) found a student's with self-determination and attitude to obtain new knowledge are less likely to cheat than students with extrinsic motivation, such as those who are seeking a degree to be promoted or improve their social image like those who are seeking a doctorate degree just for the title. Researchers compared Australian and American students' motivation and found that Americans were more motivated by the grades they achieved, while Australian students were more motivated by the learning experience (Davis et al, 1994).…”

Section: Factors Of Academic Integritymentioning

confidence: 95%

“…Many researchers emphasized educators and teachers influence on student cheating such as Brimble & Stevenson-Clarke (2005), who found that students are likely to blame the professor for their cheating behavior, stating reasons such as the exam being too difficult. Students who believe an assessment was unfair are more likely to cheat; whereas, when professors show a significant concern about student behaviors, students are less likely to cheat (Kasayira et al, 2007). Kasayira et al (2007) found extrinsic motivation to pursue a career may increase the likelihood of cheating.…”

Section: Factors Of Academic Integritymentioning

confidence: 99%

“…Students who believe an assessment was unfair are more likely to cheat; whereas, when professors show a significant concern about student behaviors, students are less likely to cheat (Kasayira et al, 2007). Kasayira et al (2007) found extrinsic motivation to pursue a career may increase the likelihood of cheating. They also found students are also more likely to cheat when the course material is perceived as boring or irrelevant.…”

Section: Factors Of Academic Integritymentioning

confidence: 99%

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Elements of academic integrity in a cross-cultural middle eastern educational system: Saudi Arabia, Egypt, and Jordan case study

Farahat

2022

Int J Educ Integr

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Introduction Academic integrity is the expectation that members of the academic community, including researchers, teachers, and students, to act with accuracy, honesty, fairness, responsibility, and respect. Academic integrity is an issue of critical importance to academic institutions and has been gaining increasing interest among scholars in the last few years. While contravening academic integrity is known as academic misconduct, cheating is one type of academic misconduct and is generally defined as “any action that dishonestly or unfairly violates rules of research or education. Case study The case study presented in this paper describes the elements of academic misconduct in three Middle Eastern countries (Saudi Arabia, Egypt, and Jordan). Four categories of factors were analyzed, namely personal, cultural traits, contextual, and institutional. Moreover, a comparison of factors of misconduct is conducted in the three countries in order to examine how different learning environments and cultures can affect academic cheating. The study also investigates the role of teachers and administration system in enforcing integrity policy in educational institutes. Discussion and evaluation An evaluation of the main causes of cheating and plagiarism among students in Saudi Arabia, Egypt, and Jordan is conducted by analyzing students’ response to a 20 questions survey. The nonparametric Dunn’s statistical analysis is performed to compare the variance and frequency of factors that may affect academic integrity. The significant results are reported in terms of the Krushal F statistic and p-value < 0.05. The evaluation was a useful process that demonstrated the main factors affecting academic integrity in the three countries. Conclusion Survey results show that the role of individual social-demographic and culture factors are significant for predicting misconduct in Saudi Arabia and Egypt but not in Jordan. Most students blamed their misconduct on laziness and willingness to achieve higher education performance. Students are more likely to cheat and plagiarize because they lack the ability or information to tackle assignments. Results illustrate that the cultural impact can be a significant factor in academic misconduct. Integrity policies and the level, at which they have been applied, have a large impact on student attitudes towards cheating and their academic misconduct.

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Section: Factors Of Academic Integritymentioning

confidence: 95%

Section: Factors Of Academic Integritymentioning

confidence: 99%

Section: Factors Of Academic Integritymentioning

confidence: 99%

See 1 more Smart Citation

Elements of academic integrity in a cross-cultural middle eastern educational system: Saudi Arabia, Egypt, and Jordan case study

Farahat

2022

Int J Educ Integr

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Factors influencing academic dishonesty among undergraduate students in higher education institutions (HEIs) in Malaysia

Sozon,

Chuan,

Fong

et al. 2024

J Mgt Info

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Academic dishonesty is viewed as a major issue in higher education across the world. Therefore, this research aims to determine the factors influencing academic dishonesty among undergraduate students in higher education institutions (HEIs) in Malaysia. The data was gathered from the intended respondents using the questionnaire survey approach. A total of 590 questionnaires were gathered from undergraduate students at two Malaysian universities—one public and one private. Afterward, 438 of the completed questionnaires were deemed suitable for analysis. The findings revealed that there was a statistically significant relationship between academic dishonesty, social factors, and students’ motivation 837**, 204**, respectively). However, academic dishonesty has a negative correlation with the academic environment -.235. Furthermore, social factors have a positive .297** association with students’ motivation and a negative relationship with the academic environment -.157**. Also, student motivation has a positive correlation with the academic environment 332**. The results of this investigation provide valuable insight into the frequency and contributing factors of academic dishonesty in HEIs in Malaysia. Combating academic dishonesty is essential to maintaining the reputation of Malaysian higher education and ensuring quality education for all students.

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A Survey of the Views of College Students on Academic Dishonesty

Cited by 2 publications

References 13 publications

Elements of academic integrity in a cross-cultural middle eastern educational system: Saudi Arabia, Egypt, and Jordan case study

Elements of academic integrity in a cross-cultural middle eastern educational system: Saudi Arabia, Egypt, and Jordan case study

Factors influencing academic dishonesty among undergraduate students in higher education institutions (HEIs) in Malaysia

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