MULTIDIMENSIONAL CONSTRUCT OF ACADEMIC DISHONESTY: ACADEMICS AND CONTEXTUAL FACTORS ASSOCIATED WITH ACADEMIC

DISHONESTY BEHAVIOUR

Prepared by: Heri Yuliyanto (Universitas Indonesia, Indonesia)

Introduction (Why)• Academic honesty is essential principle in national education, from primary education, secondary to college or higher education.

• The academic honesty violations (academic dishonesty) Indonesia continue to multiply

• The alarming growth of academic dishonesty (cheating actions) which affects the declining quality of national education

• Relative scarcity of research related to cheating measures provide an encouragement to do research on why students do cheating and what factors influence it

Previous Research•Students do cheating activities for many factors. To differentiate cheaters from non-cheaters, Jordan classifies them into three aspects, namely social norms, institutional policies and attitude, (Jordan, 2011)

•The motivation to cheat in three variables, namely academic reasons, non-academic reasons and neutralizing attitudes, (Geddes, 2011).

LITERATURE REVIEW

Previous Research…….•There are several findings related to the acts of cheating (Quaye, 2010), •the relationship between the lecturers and the students,

•disseminations and explanations about cheating actions, •actions against students who cheat and• cultural competition that focuses on achievement or Grade Point Average

Research Question• Do contextual and academic factors influence the intensity action / behavior of academic dishonesty, such as cheating, forbidden cooperation in completing tasks?

• Do demographic factors, such as gender and Grade Point Average influence the perceptions on the behaviors of academic dishonesty?

• Do gender and Grade Point Average influence the intensity behaviors of academic dishonesty?

Research Model

Explanation Model•Academics Dishonesty Latent Variables

• This variable measures the intensity of students doing dishonesty actions by using a Likert scale of 1-5

•Academic • used to measure how academic factors influence the behaviors of academic dishonesty

•Contextual Latent Variables• The measurement of contextual latent variables• used to measure how contectual factors influence the behaviors of academic dishonesty

Three types of data analysis:

• Analysis of correlation was used to analyze the relationship between Category and Intensity, Gender and class as well as the intensity behaviors of academic dishonesty, the intensity and class GPA

• Confirmatory Factor Analysis was used to see the extent to which the indicators of each variable can represent a latent variable measurement

• Structural Equation Modeling was used to see the effects of the variables and the suitability of the model

Result and Discussion (1)• Correlation value of -0.320 is obtained.

• these results suggested that there is a negative relationship between the intensity categories,

• the higher category in which the lower the intensity, in other words if the bigger respondents' understanding of categories, the lower the intensity performed

Result and Discussion (2)

• category variables there is no difference between men and women (significance value of 0.344 > 0,05)

• there is a significance and real difference in the intensity variables between men and women (significance value of 0.000 < 0.05

Result and Discussion (2)

Result and Discussion (4)

• the category variable there is no difference based on GPA

• On the other hand, significance value of 0.005 which is less than 0.05 obtained. It means there is a significant and real difference in the intensity variable based on GPA.

Conclusions• There was a negative relationship between the severe violations of academic honesty and the intensity of students behaviors in cheating. It means students are not afraid to do cheatings although those acts are categorized as severe academic honesty violations.

• Gender did not affect the intensity of the behavior of academic dishonesty ,but there were differences in intensity behaviors of academic dishonesty between men and women. The intensity behaviors of men was higher than that of women.

Conclusion• There was no difference in the category based on the Grade achievement level, but there were differences in the intensity between groups GPA. The intensity behaviors of academic dishonesty were owned by those who have the highest GPA starting from 2.75 to 2.99.

• By using the analysis Structure Equation Modeling ( SEM ), this study found out that both of these variables ( variables Academic and Contextual Variable ) did not have a significant influence on the behaviors of academic dishonesty

Sugestion future research

• This research reveals that contextual and academic factors did not significantly influence the behaviors of academic dishonesty. It is therefore advisable to include indicators of academic behaviors by considering technological factors.

• In addition, to obtain more detailed information, it is suggested to conduct in-depth interviews (deep interviews) to respondents who have done academic dishonesty.

Thank you so much…