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 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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