Prevalence and Correlates of Academic Dishonesty: Towards a Sustainable University

Abstract

Academic dishonesty (AD) is a problem that affects all higher education institutions. It hurts their reputation, undermines integrity programs, and sidelines sustainability efforts. To understand its negative impact, the empirical study of AD is a critical issue. Up to now, the majority of research on AD has taken place in the North American context. The current research analyzes the prevalence of AD in a non-American university and, focusing on individual differences, examines some of its causes and consequences. The results prove that: (1) AD is a problem that occurs frequently among students; (2) three dimensions of the big five personality model correlate with AD. These are conscientiousness (ρ = −0.49, p < 0.01), extraversion (ρ = 0.39, p < 0.01), and agreeableness (ρ = −0.14, p < 0.01); (3) AD is associated to students’ GPA (Grade Point Average) (ρ = −0.34, p < 0.01) and contextual performance (ρ = −0.50, p < 0.01); (4) personality accounts for 30% of AD variance (R = 0.55, p < 0.01); and (5) AD and some of the studied individual differences explain 38% and 41% of GPA and contextual performance variance (R = 0.62, p < 0.01 and R = 0.64, p < 0.01). Implications for research and practice are discussed.

Individual differences and counterproductive academic behaviors in high school

“…The estimated model showed that the variables most highly linked to CAB (conscientiousness, agreeableness, and emotional stability) explain more than half of the CAB variance. Conscientiousness was the variable with the highest predictive weight, which is also consistent with previous findings [see 54].…”

“…Trost [53] found that 81% of 322 university students in Sweden had lied about a significant matter to get special treatment in the correction of their exams. Cuadrado, Salgado, and Moscoso [54] also report very similar results using a sample of 379 Spanish college students. The percentages of the students engaging in CAB at least once in college were 76.5%, 23.5%, 77.9%, 43.5%, and 76.2% for cheating, misuse of resources, absenteeism, breach of rules, and low effort behaviors, respectively.…”

Relationship between Statistics Anxiety and Academic Dishonesty: A Comparison between Learning Environments in Social Sciences

“…On the other hand, unethical academic behavior or Academic Dishonesty refers to different misconducts such as cheating, fraudulent behavior, or plagiarizing [40]. Academic Dishonesty is a simultaneously moral and practical issue [2]. A phenomenon like cheating raises the question as to the true extent of learning and its direct implications for a subsequently sustainable professional life [37] in terms of knowledge and unethical behavior.…”

“…Their goal is to create responsible, honest, and ethically acting citizens, for which the promotion of academic integrity is key. The foregoing demands active confrontation policies of unethical or dishonest conduct [2].…”

Analyzing Sustainability Awareness among Higher Education Faculty Members: A Case Study in Saudi Arabia

“…Awareness of environmental problems and changes grew in the second half of twentieth century [1]. Besides environmental changes, human society has been changing in a dynamic way as a result of advancements in communication technology and globalization.…”