Academic dishonesty among undergraduate students: Predicting the role of academic moral disengagement and academic motivation in academic dishonesty

Köfünyeli, Kerime
The purpose of the study was to develop a thorough understanding of academic dishonesty in undergraduate students. Data were collected from 442 undergraduate students from a state university in Ankara with Academic Motivation Scale, Academic Moral Disengagement Scale, Academic Dishonesty Scale, and Academic Dishonesty Questionnaire. Two hierarchical regression analyses were conducted to examine effect of academic moral disengagement, academic motivation, awareness of academic dishonesty regulations, gender, and GPA on academic dishonesty. The model explained 33% of exam-related academic dishonesty and 43% of assignment-related academic dishonesty. The most powerful predictor was students as the origin of academic moral dishonesty, followed by amotivation, and professors/university as the origin of academic moral disengagement for exam-related academic dishonesty. For assignment-related academic dishonesty, they were students as the origin of academic moral dishonesty, amotivation, gender, professors/university as the origin of academic moral disengagement, intrinsic motivation-to know, and extrinsic motivation-identified in order. Awareness of academic dishonesty regulations was not a predictor for both factors of academic dishonesty. Moreover, students reported that multiple-choice questions, knowledge-based questions, heavily weighted assignments, and assignments with a short time to complete was the most cheated in assessment types. Half of the students were not aware of their institutions’ academic dishonesty regulations. The majority of students believed that there was an increase in academic dishonesty during the Covid-19 pandemic. Less than half reported they had observed contract cheating.


Academic procrastination and academic perfectionism as predictors of self-forgiveness
Belgin, Burçi; Demir, Ayhan Gürbüz; Department of Educational Sciences (2019)
The purpose of this study is to investigate the predictive roles of academic procrastination and academic perfectionism on self-forgiveness levels of Turkish undergraduate students. The sample composed of 568 participants (242 male, 326 female). They were from different faculties of Middle East Technical University and their age varied between 18 and 25. In the study, Turkish versions of Academic Perfectionism Scale, Procrastination Assessment Scale – Students, Heartland Forgiveness Scale, and Demographic I...
Students views, experiences and suggestions with respect to academic honesty in higher education: a phenomenological study
Barutçu Yıldırım, Kadriye Funda; Eret, Esra (2018-04-01)
The purpose of the study was to examine the views and experiences of university students on academic honesty. To this end, a phenomenological design, as a type of qualitative research, was used. The sample was selected through the method of maximum variation qualitative sampling and included 18 undergraduate students from different faculties at a state university in Ankara. The researchers prepared a semi-structured interview form and conducted interviews with students. Before the data collection process, t...
Improving academic advising: a case study
Demir, Ayhan Gürbüz; Ok, Ahmet (Hacettepe Üniversitesi, 2001-01-01)
The purposeof this study was to investigate the proposals of advisors and students for improving academic advising. The 287 academic advisors and 735 students from different departments participated in this study. Students and academic advisors were asked to state their proposals on how to improve the effectiveness of the presentacademic advising system at METU. The proposals obtained from academic advisors and students were qualitatively analysed regardless of studentgrade level and academic advisors' depa...
Differentiated Function of School in Socio-Culturally Disadvantaged Context: A Constructivist Grounded Theory Study from Turkey
Caliskan, Zuhal Zeybekoglu; Simsek, Hasan; Kondakçı, Yaşar (2017-09-01)
This study analyses the functioning of a school as a social system in an atypical context with the purpose of generating propositions to tackle educational problems confronted by socially and economically disadvantaged groups attending these schools. Adopting the constructivist grounded theory, the analysis suggests that there is a kind of “vicious cycle” in the functioning of this atypical school, which adversely affects the school system. Breaking the vicious cycle involves five basic propositions: (1) ma...
Akademik Danışmanların ve Öğrencilerin Akademik Danışmanlık Hizmeti İle İlgili Değerlendirmelerinin Karşılaştırılması
Demir, Ayhan Gürbüz (1995-01-01)
Bu araştırmada, akademik danışmanların ve öğrencilerin verilen akademik danışmanlık hizmetini değerlendirmeleri karşılaş tınlmıştır. Araştırmaya ODTÜ’nün değişik bölümlerinden 287 akademik danışman ile 735 lisans öğrencisi katılmıştır. Akademik danışmanların ve öğrencilerin verilen akademik danışmanlık hizmetini değerlendirmelerini saptamak amacıyla btı araştırma için geliştirilen Akademik Danışmanlık Değerlendirme Formu’nun iki paralel şekli kullanılmıştır. Akademik danışmanlar ile öğrencilerin verilen hiz...
Citation Formats
K. Köfünyeli, “Academic dishonesty among undergraduate students: Predicting the role of academic moral disengagement and academic motivation in academic dishonesty,” M.S. - Master of Science, Middle East Technical University, 2022.