Investigation of the Relationship Between Academic Procrastination and Academic Dishonesty Tendency of Pre-Service Teachers: The Case of Dumlupinar University

Incecam, Beyza; Şeren, Nurbanu; Özden, M. Yaşar

doi:10.21125/iceri.2017.2040

Cited by 2 publications

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“…Research by Incecam et al (2017) shows a positive relationship between academic procrastination and academic dishonesty. In addition, research by Arifah et al (2018) found that procrastination significantly influences academic dishonesty in Unnes students.…”

Section: Introductionmentioning

confidence: 98%

“…Academic dishonesty is a problem that needs be considered in the world of education Academic dishonesty is one of the problems that need to be considered in the world of education so that it becomes a topic that is widely used as a research theme (Arifah et al, 2018;Eastman et al, 2008;Herdian & Astorini, 2017;Incecam et al, 2017;Pantu et al, 2020;Utami & Agustina, 2019;Wideman, 2008). As in research, Hollinger and Lanza-Kaduce, (2009) revealed that there were 68.1% of students did academic dishonesty at least once for fifteen weeks.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Procrastination and Goal Orientation on Academic Dishonesty Moderated by Self-Efficacy in Postgraduate

Mutmainah¹

2023

TAZKIYA

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This unethical behavior occurs because of the mindset of each individual, if the individual thinks everyone is cheating, then they will tend to cheat. This study aims to see the effect of procrastination and goal orientation on academic dishonesty in post-graduate moderated by self-efficacy. The scale used for the data collection is the academic dishonesty scale by Bashir & Bala, the self-efficacy scale by Schwarzer & Jerusalem, the procrastination scale by Chun Chu & Choi, and the goal orientation scale by Button et al. The sampling technique used is nonprobability sampling with accidental sampling, which uses a Google form with a sample of 212. The construct validity test in this study is confirmatory factor analysis (CFA), while the hypothesis test uses moderated regression analysis (MRA). The results show a significant effect of self-efficacy, procrastination, and goal orientation (learning goal orientation and performance goal orientation) on academic dishonesty, and there is a significant effect of procrastination and goal orientation (learning goal orientation and performance goal orientation) on academic dishonesty moderated by self-efficacy. There is a significant effect of procrastination on academic dishonesty moderated by self-efficacy, there is an insignificant effect of learning goal orientation on academic dishonesty moderated by self-efficacy, and there is an insignificant effect of performance goal orientation on academic dishonesty moderated by self-efficacy. Further research can examine other variables impacting academic dishonesty, such as self-esteem, religiosity, and social support.

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Section: Introductionmentioning

confidence: 98%