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Predicting the Underlying Factors of Academic Dishonesty among Undergraduates in Public Universities: A Path Analysis Approach

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Abstract

Building on the modified theory of planned behavior (TPB), this study examined the underlying psychological motives for academic dishonesty in a sample of 250 undergraduates drawn from three selected Malaysian public universities. The results yielded additional supports for usefulness of modified TPB model in predicting academic misconduct. All components of the model exerted statistically significant effects on intention towards academic misconduct, and intention itself exerted a statistically significant impact on academic dishonesty. This suggests that students’ academic misconducts could be addressed effectively if proper attention is given to the underpinning factors. Further, the findings revealed that the hypothesized relationships among variables of the modified model were all statistically significant. The uniqueness of this study lies in the large amount of variance (69 % and 75 %) explained by components of the model (in the prediction of intention and academic dishonesty respectively). These variances have rarely been accounted for in the previous studies. Implications of the findings are discussed and suggestions advanced for future studies.

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Notes

  1. As rightly pointed out in the Kibler, NUSS, Paterson, and Pavela’s (1988) study (cited in Whitley and Keith-Spiegel 2002), moral and ethical development of students is a vital mission crucial to the existence of higher education.

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Acknowledgments

Special appreciations go to Prof. Dr. Mohamad Sahari Nordin, former Dean, Research and Management Center, International Islamic University Malaysia, for his relentless guidance and supports in the process of this research.

Author information

Authors and Affiliations

  1. Institute of Education, International Islamic University Malaysia, P O Box 10, 53100, Gombak, Malaysia

    Adesile M. Imran

  2. Institute of Education, International Islamic University Malaysia, Kuala Lumpur, Malaysia

    Mohamad Sahari Nordin

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  1. Adesile M. Imran
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  2. Mohamad Sahari Nordin
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Correspondence to Adesile M. Imran.

APPENDIX

APPENDIX

COMPLETE ITEMS OF THE MODIFIED INSTRUMENT

  1. a.

    PACES-2 (The Perceptions and Attitudes toward Cheating among Engineering Students Survey, version 2, adapted from Harding et al. 2007)

    Instruction: Please indicate your level of agreement or disagreement with the items listed below. Use the keys: 1 = Strongly Disagree; 2 = Disagree; 3 = Less Disagree; 4 = Undecided; 5 = Less Agree; 6 = Agree; 7 = Strongly Agree

    Intention (INT)

    1. 1.

      I will cheat on an in-class test or exam during the current academic term.

    2. 2.

      I intend to cheat on an in-class test or exam during the academic term.

    3. 3.

      If I had the opportunity, I would cheat on an in-class test or exam during the current academic term.

    4. 4.

      I will allow my friends to copy my academic works before submitting to the professor.

    5. 5.

      I will turn in a paper purchased online for professor’s assignment during the current academic term.

    6. 6.

      I intend to collaborate with friends to solve some of my take-home assignments.

    7. 7.

      I intend to engage expert to write some of my academic works during the current academic term.

    Perceived Behavioral Control (PBC)

    1. 1.

      I believe I would have a great deal of control over whether I get caught attempting to cheat on a class test/exam.

    2. 2.

      I believe that I have the skills required to cheat successfully during a class test or exam in all circumstances.

    3. 3.

      It is mostly up to me whether or not I cheat successfully during a class test or exam.

    4. 4.

      I will try to cheat if my friends cheat and escaped easily.

    5. 5.

      I will NOT engage in cheating even if all other students are doing it.

    Subjective Norms (S/Ns)

    1. 1.

      If I cheated on a class test/exam, most people who are important to me (e.g., parent, siblings, friends, peers, teachers, etc.) would approve of my behavior.

    2. 2.

      The people in my life whose opinions I value (e.g., parent, siblings, friends, peers, teachers, etc.) would be willing to cheat on a class test/exam if they were in my situation.

    3. 3.

      The people in my life whose opinions I value (e.g., parent, siblings, friends, peers, teachers, etc.) would NOT approve of my conduct if I cheated on a class test/exam.

    4. 4.

      Most people who are important to me (e.g., parent, siblings, friends, peers, teachers, etc.) think I should NOT cheat on a class test/exam.

    5. 5.

      People whose opinions I value (e.g., parent, siblings, friends, peers, teachers, etc.) expect me to cheat on a class test/exam.

    6. 6.

      Most people who are important to me (e.g., parent, siblings, friends, peers, teachers, etc.) will look down on me if I cheat on a class test/exam.

    7. 7.

      None of the people who are important to me (e.g., parent, siblings, friends, peers, teachers, etc.) thinks it is OK to cheat on a class test/exam.

  2. b.

    Measure of Attitude Towards Behavior (adapted from Stone et al. 2007)

    Instruction: Please indicate your level of agreement or disagreement with the items listed below. Use the keys: 1 = Strongly Agree; 2 = Disagree; 3 = Less Disagree; 4 = Undecided; 5 = Less Agree; 6 = Agree; 7 = Strongly Agree

    1. 1.

      It is necessary to report cheating by other students.

    2. 2.

      It is always wrong to cheat.

    3. 3.

      Students who cheat in college are likely to cheat on the future job.

    4. 4.

      Cheating is necessary to level the playing field.

    5. 5.

      It is good to report a friend caught cheating.

  3. c.

    Measure of Academic Dishonesty (using Harding et al.’s 2007 approach)

    Instruction: During the previous academic term in university, how frequently did you engage in the following conducts using the following scales, 1 = Never; 2 = Once or twice; 3 = Few times; 4 = Many times; 5 = Most of the times; 6 = Almost every time; and 7 = Every time:

    1. 1.

      Cheating on a class test/exam

    2. 2.

      Cheating on home assignments

    3. 3.

      Unapproved collaboration on an assignment

    4. 4.

      Writing a paper for another student

    5. 5.

      Plagiarizing a paper using the internet

  4. d.

    Measure of Ethical Belief (adapted from Kirkland 2009)

    Instruction: What do you think or believe about the following statements? Use the keys: 1 = Strongly Disagree, 2 = Disagree, 3 = Agree, 4 = Strongly Agree and 5 = No Opinion:

    1. 1.

      It is important for me to be a person with good character

    2. 2.

      Most adults in my life consistently set a good example of ethics and character

    3. 3.

      My parents/guardians always want me to do the ethically right thing, no matter the cost

    4. 4.

      Being a person with good character is more important than being rich

    5. 5.

      When it comes to doing what is right, I am better than most people I know

    6. 6.

      In personal relationships, trust and honesty are essential

    7. 7.

      I am satisfied with my own ethics and character

    8. 8.

      In business and the workplace, trust and honesty are essential

    9. 9.

      It’s important to me that people trust me

    10. 10.

      People should play by the rules even if it means they lose

    11. 11.

      It’s not cheating if everyone is doing it.

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Imran, A.M., Nordin, M.S. Predicting the Underlying Factors of Academic Dishonesty among Undergraduates in Public Universities: A Path Analysis Approach. J Acad Ethics 11, 103–120 (2013). https://doi.org/10.1007/s10805-013-9183-x

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