Hope moderates the relationship between students’ sense of belonging and academic misconduct
Abstract This study investigates how hope moderates the relationship between students’ sense of belonging and their academic misconduct intentions and behaviours. A sample of 234 university students (57% female) aged between 16 and 64 (M age = 25.56, SD age = 8.18) responded to an online survey. The...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-12-01
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| Series: | International Journal for Educational Integrity |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s40979-022-00121-0 |
| _version_ | 1797977518105427968 |
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| author | Tanya Coetzee Katie Pryce-Jones Leigh Grant Richard Tindle |
| author_facet | Tanya Coetzee Katie Pryce-Jones Leigh Grant Richard Tindle |
| author_sort | Tanya Coetzee |
| collection | DOAJ |
| description | Abstract This study investigates how hope moderates the relationship between students’ sense of belonging and their academic misconduct intentions and behaviours. A sample of 234 university students (57% female) aged between 16 and 64 (M age = 25.56, SD age = 8.18) responded to an online survey. The survey included demographic questions, measures of student’s sense of belonging at university, dispositional hope, motivation to reach their goals (Agency), perceived ability to implement a plan to attain their goal (Pathways), future intentions to engage in academic misconduct intentions (AM Intentions) and previous engagement in academic misconduct behaviours (AM Behaviours). Our findings suggest that a student’s sense of belonging to their university and their levels of hope are negatively associated with academic misconduct intentions. We also observed a significant Hope × Belongingness, Agency × Belongingness, and Pathways × Belongingness interaction for students’ AM intentions and their AM behaviours. Our findings identified that students who have a strong sense of belonging, but low levels of hope are more likely to engage in academic misconduct behaviours. We also confirm that high levels of hope are protective against students engaging in academic misconduct. Universities can use these findings to identify students at an increased risk of engaging in academic misconduct and protect at-risk students from engaging in academic misconduct by improving their goal motivation and perceived capacity to implement a plan to reach their education goals. |
| first_indexed | 2024-04-11T05:08:14Z |
| format | Article |
| id | doaj.art-1b1397146df54ae8b0ed066f1d55a820 |
| institution | Directory Open Access Journal |
| issn | 1833-2595 |
| language | English |
| last_indexed | 2024-04-11T05:08:14Z |
| publishDate | 2022-12-01 |
| publisher | BMC |
| record_format | Article |
| series | International Journal for Educational Integrity |
| spelling | doaj.art-1b1397146df54ae8b0ed066f1d55a8202022-12-25T12:08:00ZengBMCInternational Journal for Educational Integrity1833-25952022-12-0118112210.1007/s40979-022-00121-0Hope moderates the relationship between students’ sense of belonging and academic misconductTanya Coetzee0Katie Pryce-Jones1Leigh Grant2Richard Tindle3Discipline of Psychology, School of Health and Behavioural Sciences, University of the Sunshine CoastDiscipline of Psychology, School of Health and Behavioural Sciences, University of the Sunshine CoastSchool of Psychology, Charles Sturt UniversityDiscipline of Psychology, School of Health and Behavioural Sciences, University of the Sunshine CoastAbstract This study investigates how hope moderates the relationship between students’ sense of belonging and their academic misconduct intentions and behaviours. A sample of 234 university students (57% female) aged between 16 and 64 (M age = 25.56, SD age = 8.18) responded to an online survey. The survey included demographic questions, measures of student’s sense of belonging at university, dispositional hope, motivation to reach their goals (Agency), perceived ability to implement a plan to attain their goal (Pathways), future intentions to engage in academic misconduct intentions (AM Intentions) and previous engagement in academic misconduct behaviours (AM Behaviours). Our findings suggest that a student’s sense of belonging to their university and their levels of hope are negatively associated with academic misconduct intentions. We also observed a significant Hope × Belongingness, Agency × Belongingness, and Pathways × Belongingness interaction for students’ AM intentions and their AM behaviours. Our findings identified that students who have a strong sense of belonging, but low levels of hope are more likely to engage in academic misconduct behaviours. We also confirm that high levels of hope are protective against students engaging in academic misconduct. Universities can use these findings to identify students at an increased risk of engaging in academic misconduct and protect at-risk students from engaging in academic misconduct by improving their goal motivation and perceived capacity to implement a plan to reach their education goals.https://doi.org/10.1007/s40979-022-00121-0Academic misconductHopeSense of belonging |
| spellingShingle | Tanya Coetzee Katie Pryce-Jones Leigh Grant Richard Tindle Hope moderates the relationship between students’ sense of belonging and academic misconduct International Journal for Educational Integrity Academic misconduct Hope Sense of belonging |
| title | Hope moderates the relationship between students’ sense of belonging and academic misconduct |
| title_full | Hope moderates the relationship between students’ sense of belonging and academic misconduct |
| title_fullStr | Hope moderates the relationship between students’ sense of belonging and academic misconduct |
| title_full_unstemmed | Hope moderates the relationship between students’ sense of belonging and academic misconduct |
| title_short | Hope moderates the relationship between students’ sense of belonging and academic misconduct |
| title_sort | hope moderates the relationship between students sense of belonging and academic misconduct |
| topic | Academic misconduct Hope Sense of belonging |
| url | https://doi.org/10.1007/s40979-022-00121-0 |
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