Original scientific paper
Academic dishonesty in written assignments – the role of contextual and motivational factors
Jana Šimon
orcid.org/0000-0001-7585-0286
; Centre for Educational Research and Development, Institute for Social Research in Zagreb, Amruševa 11/II, 10000 Zagreb, Croatia
*
Nina Pavlin-Bernardić
; Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb, Ivana Lučića 3, 10000 Zagreb, Croatia
* Corresponding author.
Abstract
This study focused on the role of contextual factors and self-efficacy for self-regulated learning, as well as achievement goals as motivational determinants of academic dishonesty in written assignments among higher education students. We aimed to explore the potential mediating role of self-efficacy for self-regulated learning and achievement goals in the relationship between contextual factors and academic dishonesty in written assignments. 414 students from three social and humanities faculties of the University of Zagreb participated in the study. Students filled out the questionnaire which included measures of contextual factors of academic dishonesty, self-efficacy for self-regulated learning, achievement goal orientation, and rate of engagement in academic dishonesty in written assignments during their studies. Contextual factors predicted academic dishonesty in written assignments both directly and via self-efficacy for self-regulated learning and work-avoidance goal. The findings indicate the importance of both context of learning and motivational beliefs in understanding academic dishonesty in higher education.
Keywords
academic dishonesty; written assignments; contextual factors; motivational beliefs; higher education
Hrčak ID:
319340
URI
Publication date:
17.7.2024.
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