Predicting Academic Dishonesty Based on Competitive Orientation and Motivation: Do Learning Modes Matter?
Previous studies suggest that competition and motivation are reliable predictors of academic dishonesty. However, little is known about the role of situational factors in predicting academic dishonesty. Some studies have found that online learning is more prone to academic dishonesty, but others ha...
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| Format: | Article |
| Language: | English |
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Association for the Development of Science, Engineering and Education
2023-12-01
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| Series: | International Journal of Cognitive Research in Science, Engineering and Education |
| Subjects: | |
| Online Access: | https://ijcrsee.com/index.php/ijcrsee/article/view/2714 |
| _version_ | 1797384824580734976 |
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| author | Hanif Akhtar Retno Firdiyanti |
| author_facet | Hanif Akhtar Retno Firdiyanti |
| author_sort | Hanif Akhtar |
| collection | DOAJ |
| description |
Previous studies suggest that competition and motivation are reliable predictors of academic dishonesty. However, little is known about the role of situational factors in predicting academic dishonesty. Some studies have found that online learning is more prone to academic dishonesty, but others have found the opposite. This study focuses on academic dishonesty, how it relates to competitive orientation and motivation, and how that differs in two class modes (online vs offline). This study was conducted in Indonesia during early 2022, transitioning from online learning due to the Covid-19 pandemic to normal-offline learning. A total of 404 university students participated in this study. Most participants (74.2%) reported they cheated more frequently in online than in offline learning. The independent sample t-test indicated that students in the online learning group showed higher academic dishonesty than students in the offline learning group. Latent regression analysis showed that amotivation, hypercompetitive orientation, and learning mode are significant predictors of academic dishonesty. These findings imply that transitioning from offline to online learning during the pandemic negatively affected academic integrity.
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| first_indexed | 2024-03-08T21:45:15Z |
| format | Article |
| id | doaj.art-a4c84551fa454fba8e1bdde5e9a75e6a |
| institution | Directory Open Access Journal |
| issn | 2334-8496 |
| language | English |
| last_indexed | 2024-03-08T21:45:15Z |
| publishDate | 2023-12-01 |
| publisher | Association for the Development of Science, Engineering and Education |
| record_format | Article |
| series | International Journal of Cognitive Research in Science, Engineering and Education |
| spelling | doaj.art-a4c84551fa454fba8e1bdde5e9a75e6a2023-12-20T09:35:11ZengAssociation for the Development of Science, Engineering and EducationInternational Journal of Cognitive Research in Science, Engineering and Education2334-84962023-12-0111310.23947/2334-8496-2023-11-3-439-447Predicting Academic Dishonesty Based on Competitive Orientation and Motivation: Do Learning Modes Matter?Hanif Akhtar0https://orcid.org/0000-0002-1388-7347Retno Firdiyanti1https://orcid.org/0000-0003-3679-6429Faculty of Psychology, Universitas Muhammadiyah Malang, IndonesiaFaculty of Psychology, Universitas Muhammadiyah Malang, Indonesia Previous studies suggest that competition and motivation are reliable predictors of academic dishonesty. However, little is known about the role of situational factors in predicting academic dishonesty. Some studies have found that online learning is more prone to academic dishonesty, but others have found the opposite. This study focuses on academic dishonesty, how it relates to competitive orientation and motivation, and how that differs in two class modes (online vs offline). This study was conducted in Indonesia during early 2022, transitioning from online learning due to the Covid-19 pandemic to normal-offline learning. A total of 404 university students participated in this study. Most participants (74.2%) reported they cheated more frequently in online than in offline learning. The independent sample t-test indicated that students in the online learning group showed higher academic dishonesty than students in the offline learning group. Latent regression analysis showed that amotivation, hypercompetitive orientation, and learning mode are significant predictors of academic dishonesty. These findings imply that transitioning from offline to online learning during the pandemic negatively affected academic integrity. https://ijcrsee.com/index.php/ijcrsee/article/view/2714academic dishonestyhyper-competitionmotivationonline learning |
| spellingShingle | Hanif Akhtar Retno Firdiyanti Predicting Academic Dishonesty Based on Competitive Orientation and Motivation: Do Learning Modes Matter? International Journal of Cognitive Research in Science, Engineering and Education academic dishonesty hyper-competition motivation online learning |
| title | Predicting Academic Dishonesty Based on Competitive Orientation and Motivation: Do Learning Modes Matter? |
| title_full | Predicting Academic Dishonesty Based on Competitive Orientation and Motivation: Do Learning Modes Matter? |
| title_fullStr | Predicting Academic Dishonesty Based on Competitive Orientation and Motivation: Do Learning Modes Matter? |
| title_full_unstemmed | Predicting Academic Dishonesty Based on Competitive Orientation and Motivation: Do Learning Modes Matter? |
| title_short | Predicting Academic Dishonesty Based on Competitive Orientation and Motivation: Do Learning Modes Matter? |
| title_sort | predicting academic dishonesty based on competitive orientation and motivation do learning modes matter |
| topic | academic dishonesty hyper-competition motivation online learning |
| url | https://ijcrsee.com/index.php/ijcrsee/article/view/2714 |
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