The Role of Personal Values and Student Achievement in Academic Dishonesty

Kościelniak, Maciej; Bojanowska, Agnieszka

doi:10.3389/fpsyg.2019.01887

Cited by 16 publications

(11 citation statements)

References 28 publications

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“…A myriad of research has explored the cognitive and affective factors that influence students’ performance in statistics. According to widespread conceptions, poor achievements is strongly connected to academic misconduct (Koscielniak and Bojanowska 2019 ). For example, prior research has found that previous academic performance and SA strongly correlate (Siew et al 2019 ; Steinberger et al 2021 ).…”

Section: Previous Achievement Statistics Anxiety and Academic Dishonestymentioning

confidence: 99%

Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning

Eshet

Steinberger²,

Grinautsky

2022

Int J Educ Integr

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This study discusses the mediating role of statistics anxiety and motivation in the relationship comprising academic dishonesty, personality traits, and previous academic achievements in three different learning environments (Face to Face -F2F, Planned Online Environment – POE, and Emergency Remote Teaching – ERT). Self-determination theory (SDT) provides a broad psychological framework for these phenomena. Data were collected from 649 bachelor-degree students in the Social Sciences in five Israeli academic institutions. Structural equation modelling was employed to investigate the research variables’ relationships. Findings indicate that statistics anxiety mediates the relationship between personality traits and academic dishonesty in the POE and the ERT learning environments. Findings also indicate the relationship between students’ achievements and academic dishonesty, but only in the ERT learning environment. In contrast, motivation mediates the relationship between students’ achievements and statistics anxiety only in the POE learning environment. This study unveils that learning environments determine the mediating role of statistical anxiety. In digital learning environments (POE, ERT), mediation has been found between students’ personality traits and academic dishonesty. No similar parallel mediation could be established in the physical learning environment, F2F. Thus, we conclude that online courses should be designed according to student-centred approaches.

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Section: Previous Achievement Statistics Anxiety and Academic Dishonestymentioning

confidence: 99%

Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning

Eshet

Steinberger²,

Grinautsky

2022

Int J Educ Integr

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“…The educational system is a transformative one, proposing to incoming students to adhere to the organizational (university) values and to embrace the professional values of their future employment. Studies on the human values of students are scarce and predominantly measure these in association with psychological traits and/or with ethical considerations [16,17].…”

Section: Sustainability and Higher Educationmentioning

confidence: 99%

Engineering Students’ Human Values as Rhizomatic Lines of Sustainability

et al. 2020

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The study reports on research carried out at the five major technical higher institutions in Romania. It views the human values students bring with them to the educational setting as rhizomatic lines, in the Deleuzian sense, and aims at identifying the intensity of each value, respectively, at grasping the correlations between the students’ values and their projection concerning postgraduation life, including nomadic (i.e., migration) intentions. Such an approach is novel in educational research. The 1782 valid responses collected after applying an online questionnaire were subjected to multivariate statistical analyses. The results unfold the research stages, from intensity-identification concerning the 18 values included in the questionnaire to the factor extraction and correlation findings that highlight strata beneath the upper layer of responses. The values boil down to three nodes of the rhizome, anchoring the Romanian engineers-to-be in the present setting and allowing them to grow in a sustainable manner, i.e., to become professionals, socially accepted, and belonging to a group. The findings are useful to professors, who need to constantly check their assumptions about the profile of the young generation, to better ground their partnership relation with students in moral realities that are relevant and help learners face disruption, crisis, incertitude.

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“…India &Sarita, 2016), pro-social decisions under social infl uence (Wei, Zhao, & Zheng, 2016), academic honesty vs. dishonesty (Koscielniak & Bojanowska, 2019), aggressive behaviour (Knofo, Danie, & Kassabri, 2008), academic achievement (Tarabashkina & Lietz, 2011;Asghar, Rathore, & Siddiqui, 2019), participation in school activities (Hofer, Schmid, Fries, Zivkovic, & Dietz, 2009), suicide attempts (Eskin, 2013) and sexual behaviour (Goodwin, Realo, Kwiatkowska, Kozlova, Nguyen, & Nizharadze, 2002).…”

Section: Fauzia Nazam Akbar Husainmentioning

confidence: 99%

Further Validation of Spiritual Values Scale

Nazam¹,

Husain²

2020

tner

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Many positive behaviours of youth are related to their values. In the fi eld of education value assessment is central. However value expression is oft en very ambiguous. Th erefore in an attempt to measure values with more universal, global, and cross cultural perspectives, Nazam, Husain and Khan (2015) developed a spiritual values scale. Th e initial validation of the scale was based on item content analysis, item reliability, internal consistency, and exploration of the factorial structure of spiritual values. But values are subjected to change due to many factors. Th erefore revalidation of the scale remains an important research consideration. Th e present study extends the initial validation of the scale by using structure equation modelling to revalidate the dimensionality and reliability of the spiritual values scale. Th e sample consisted of 300 adolescents. Th e results suggested that out of 27 items 4 items to measure spiritual values are ineff ective. Th e scale with 23 items still remains a reliable and valid psychological tool to assess the spiritual values of adolescents.

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The Role of Personal Values and Student Achievement in Academic Dishonesty

Cited by 16 publications

References 28 publications

Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning

Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning

Engineering Students’ Human Values as Rhizomatic Lines of Sustainability

Further Validation of Spiritual Values Scale

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