Counterproductive Academic Behaviors and Academic Performance: A Meta-Analysis and a Path Analysis Model

Abstract

Counterproductive academic behaviors (CAB) are a complex phenomenon that affects academic institutions in multiple geographical areas with different cultures, values, and social norms. The high incidence of CAB causes problems of critical importance that transcend the educational domain. The current study aims to contribute to the knowledge of the CAB consequences by focusing on its impact on academic performance (AP). For this purpose, a meta-analysis was conducted in order to examine the relationship between CAB, its facets, and AP. The results show that overall CAB and students' performance are negatively related with a true effect size of ρ = −0.40 (K = 231, N = 127,269). Particularly, absenteeism appeared to be the facet most strongly related to AP (ρ = −0.48, K = 117, N = 69,453). A meta-analytic path analysis model was carried out in order to test the predictive validity of CAB, students' personality characteristics, and intelligence on AP. Results show that conscientiousness and cognitive intelligence have a negative relationship with CAB (β = −0.28 and β = −0.20, respectively), and that conscientiousness, openness to experience, intelligence, and CAB can explain 58% of AP true variance. Meta-analyses of moderator variables and hierarchical meta-analyses are also presented. The implications for research and practice are discussed at the end.

To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion

“…For example, how does mindfulness mediate the relationship between statistics anxiety and academic dishonesty? The present research elucidates this issue based on prospect theory (Kahneman & Tversky 1979Salgado et al 2022).…”

“…Counterproductive academic behaviour, such as academic dishonesty, is a complex phenomenon affecting educational institutions worldwide (Salgado et al 2022). The research determined that global rates of academic misbehaviour worsened significantly (Eaton 2021).…”

“…Despite the growing interest in mindfulness in higher education (Ergas & Hadar 2021), to the best of our knowledge, research literature that links risk behaviour, academic misconduct, statistics anxiety, and mindfulness is scarce. The present research shall fill this gap based on the prospect theory widely used concerning risk behaviour (Prietzel 2020) and academic misconduct (Salgado et al 2022). This study assessed the mediating effect of mindfulness on the relationship between statistics anxiety and academic dishonesty moderated by risk aversion.…”

“…Thus, students' behavioural decisions, like academic dishonesty, imply risk and uncertainty. If students expect a positive outcome, they may behave with risk aversion, while students who expect negative outcomes may behave as risk seekers (Salgado et al 2022). Thus, there is a need to study further students' appetites for risk and academic misconduct decision-making (Birks et al 2020), and address how to support ethical decision-making in and beyond the classroom (Eaton 2023).…”

“…Engaging in misconduct is perceived as risky due to the uncertainty of negative consequences while receiving a low grade for inadequate work is seen as a more foreseeable outcome. Thus, based on prospect theory (Kahneman & Tversky 1979Tversky & Kahneman 1992), the literature affirms that students' risk and uncertainty decision behaviour (whether academic integrity or academic dishonesty) is related to the expected outcome (Salgado et al 2022). If students understand that the amount of learning activities required to succeed in a course is higher than the requested activities to pass a course or an exam, they are expected to risk avoidance and act honestly.…”