Introduction: Although, Investigating the separated dimensions of academic dishonesty is important to identify its causes and reduce this behavior, But researches have investigated this behavior by a general construct. The purpose of this study was Causal explanation of More
Introduction: Although, Investigating the separated dimensions of academic dishonesty is important to identify its causes and reduce this behavior, But researches have investigated this behavior by a general construct. The purpose of this study was Causal explanation of the dimensions of academic dishonesty among a group of undergraduate students at Shiraz University. Method: Participants were 303 (185 girls and 111 boys) undergraduates at Shiraz University (during 1397-98 academic year) who were selected using a multi-stage cluster random sampling method. They completed the moral character scale of Khoramei & Ghaemi (2018), self- deception of Sirvent et al. (2019), and Academic Dishonesty scales of Bashir & Bala (2018). For analyzing the research model, structural equation modeling and Amos 24 software was used. Results: The results showed that the research model fits well with the data collected. Findings showed that moral character predicted Dimensions of academic dishonesty directly and indirectly (through self- deception). Also, the maximum variance was explained by lying about academic assignments and the minimum variance by Cheating in Examination in the model. Conclusion: In general, the findings of the present study illustrate the role of moral character and self-deception in explaining the dimensions of academic dishonesty, and especially the dimension of lying about academic assignments.
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The aim of this study was to investigate the mediating role of self-deception in the relationship between moral identity and emotional well-being. The participants were 320 (170 women and 150 Men) undergraduate students from Shiraz University which were selected via ran More
The aim of this study was to investigate the mediating role of self-deception in the relationship between moral identity and emotional well-being. The participants were 320 (170 women and 150 Men) undergraduate students from Shiraz University which were selected via random cluster sampling method, and completed the self- deception questionnaire of Sirvent et al. (2019), moral identity scale of Aquino & Reed (2002), and emotional well- being scale of Keyes & Magyar-Moe (2003). The validity and reliability of the research scales were also verified by confirmatory factor analysis and Cronbach's alpha coefficient. To test the research hypothesis, path analysis were used. The findings showed that the research model fited well with the data collected. Also, the results showed a negative and statistically significant relationship between the dimensions of moral identity and self-deception, a negative and statistically significant relationship between self-deception and emotional well-being, a positive and statistically significant relationship between internalization and emotional well-being. There was no statistically significant relationship between symbolization and emotional well-being. The mediating role of self-deception was also confirmed. In general, the findings of the present study indicated the importance of paying attention to the self-deception influence of moral identity and affecting students' emotional well-being. The results are discussed based on research and theoretical evidence.
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The purpose of this study was causal explanation of the dimensions of academic dishonesty among a group of undergraduate students at Shiraz University. Participants were 303 (185 girls and 118 boys) undergraduates at Shiraz University (during 2019-2020 academic year) wh More
The purpose of this study was causal explanation of the dimensions of academic dishonesty among a group of undergraduate students at Shiraz University. Participants were 303 (185 girls and 118 boys) undergraduates at Shiraz University (during 2019-2020 academic year) who were selected using a multi-stage cluster random sampling method. They completed the moral character scale of Khoramei & Ghaemi (2018), self-deception of Sirvent et al. (2019), and Academic Dishonesty scales of Bashir & Bala (2018). For analyzing the research model, structural equation modeling and Amos 24 software was used. The results showed that the research model fits well with the data collected. Findings showed that moral character predicted dimensions of academic dishonesty directly and indirectly (through self- deception). Also, the maximum variance was explained by lying about academic assignments and the minimum variance by cheating in examination in the model. In general, the findings of the present study illustrate the role of moral character and self-deception in explaining the dimensions of academic dishonesty, and especially
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