Academic dishonesty in written assignments – the role of contextual and motivational factors

Šimon, Jana and Pavlin-Bernardić, Nina (2024) Academic dishonesty in written assignments – the role of contextual and motivational factors. Metodički ogledi, 31 (1). pp. 11-38. ISSN 0353-765X (Print), 1848-2325 (Online)

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Abstract

IN ENGLISH: 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. --------------- IN CROATIAN: Ovo istraživanje u fokusu ima ulogu kontekstualnih čimbenika i samoefikasnosti u samoreguliranom učenju te ciljeva postignuća kao motivacijskih odrednica akademskog nepoštenja u pisanim radovima kod visokoškolskih studenata. Cilj nam je bio istražiti potencijalnu medijacijsku ulogu samoefikasnosti u samoreguliranom učenju i ciljeva postignuća u odnosu između kontekstualnih čimbenika i akademskog nepoštenja u pisanim radovima. U istraživanju je sudjelovalo 414 studenata s tri fakulteta društvenog i humanističkog usmjerenja Sveučilišta u Zagrebu. Studenti su ispunjavali upitnik koji je uključivao mjere kontekstualnih čimbenika akademskog nepoštenja, samoefikasnosti u samoreguliranom učenju, ciljeva postignuća i čestine uključenosti u akademsko nepoštenje u pisanim radovima tijekom studija. Kontekstualni čimbenici predviđali su akademsko nepoštenje u pisanim radovima, kako izravno, tako i posredstvom samoefikasnosti u samoreguliranom učenju i cilja izbjegavanja rada. Nalazi istraživanja ukazuju na važnost okružja učenja i motivacijskih uvjerenja u razumijevanju akademskog nepoštenja u visokom obrazovanju.

Item Type:	Article
Additional Information:	Language: English. - Title in Croatian: Akademsko nepoštenje u pisanim radovima – uloga kontekstualnih i motivacijskih čimbenika.
Uncontrolled Keywords:	Academic dishonesty, written assignments, contextual factors, motivational beliefs, higher education (akademsko nepoštenje, pisani radovi, kontekstualni čimbenici, motivacijski čimbenici, visoko obrazovanje)
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General)
Depositing User:	Karolina
Date Deposited:	11 Sep 2024 08:11
Last Modified:	11 Sep 2024 08:11
URI:	http://idiprints.knjiznica.idi.hr/id/eprint/1154

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