The Relationship Between Ethics Behavior and The Academic Procrastination and Attitude To Cheating

Document Type : Research Paper

Authors

1 Professor of Educational Management, Department of Educational Sciences, Faculty of Humanities, Bu- Ali Sina University, Hamadan, Iran,

2 PhD student in Educational Management, Department of Educational Sciences, Faculty of Humanities, Bu- Ali Sina University, Hamadan, Iran.

https://www.doi.org/10.34785/J012.2022.011

Abstract

Abstract
The main purpose of this study is to investigate the factors affecting academic procrastination and attitude to cheating, which can play an effective role in students' academic achievement. Understanding this importance, the present study has been conducted with the aim of the relationship between ethics and academic procrastination and attitude to cheating.  The students of each society, as the efficient and future creators of each country, are a group that occupies a major part of the planning and budget of each country. The most important indicator of the efficiency of science and the most prominent indicator of what an educational system should do is the academic progress of learners, so the success of any educational system depends on the extent to which that system has been able to achieve the expected performance (Ghanbari and Sultanzadeh, 2016). One of the issues that can be seen in the behavior of students today is cheating. Cheating is one of the common unethical phenomena in educational systems, which has become increasingly easier and popular with the development of new technologies. Cheating in educational situations often takes place in the form of cheating in exams and cheating in homework (Amiri &Khamesan, 2011). Cheating or deception is a common immoral phenomenon in the educational systems that have become increasingly facilitated and prevalent with the development of new technologies. Academic cheating is any deceptive or fraudulent attempt to evade the rules, standards, practices, customs, and norms to obtain unfair benefits or to protect the person who has cheated. Academic cheating is defined as the presentation of immoral and dishonest behavior by students to achieve academic success (Afzali et al., 2020). If we do not think about fighting fraud and preventing its spread, we will eventually reach a point where the university has a large number of outputs each year that cannot play their effective and desirable role and have been shown to meet the expectations and needs of society. Dealing with deceptive academic behaviors is important because people who commit academic cheating often transmit this inappropriate behavior to their work environments after graduation. Since the prevalence of cheating has the potential to place great constraints on the flourishing of individual and institutional talents, it should not be treated as a trivial form of deviant behavior (Laripour et al., 2021). Procrastination is one of the most troubling issues in today's societies that has attracted the attention of many researchers and reduces academic motivation and performance (Narimani et al., 2017). One of the major challenges of the educational process is academic procrastination, which has been mentioned as one of the most serious problems of daily life and education in educational systems (Ghosh and Roy, 2017). Procrastination makes sense in both individual and collective affairs. Finally, it can be said that in all these meanings lies a kind of hand and that hand (Haghani et al., 2016). Academic procrastination or procrastination refers to the predominant tendency of learners to delay academic activities and goals to the extent that it affects optimal performance (Han and Groshit, 2018). Various psychological factors can cause the emergence of academic procrastination. Anxiety, dependence, hatred of tasks, fear of failure, fear of negative evaluation, perfectionism, irrational beliefs, low self-esteem, poor study habits, and acquired inability are among these factors (Mehdizadeh et al., 2018). Procrastination has important objective consequences (loss of deadlines, loss of opportunities, loss of income, low production, and wasted time) and emotional consequences (low mood, increased anxiety, fear and anger, and low motivation) in Follows (Van Wick, 2004). Based on what has been said, it can be said that academic procrastination and attitude towards cheating as a kind of immoral behavior in universities need serious consideration, in addition to this important issue that universities deal with, the need to the development of behaviors based on ethics and moral values by its members, especially students. The rise or fall of nations is closely linked to moral values. Because the path to perfection is not possible without moral values, and the creation and emergence of dramatic social and political changes will not be possible without the future creators being transformed and having no moral transformations in the internal reconstruction (Hassani et al., 2014). One of the essential issues that the higher education system needs to pay serious attention to students is ethics in academic activities (Greenwalt et al., 2017).  In this regard, ethics knowledge that discusses moral principles and values; Values that observe the behaviors and voluntary traits of individuals and their distinction in terms of good and bad, merit and demerit, goodness and ugliness, and merit and demerit (Faraskhah, 2006; Saki, 2011). Ethics is one of the most basic human needs and is considered one of the most important cultural factors of development (Sobhani & Nakhaei, 2019). Studies have shown that ethics has a significant effect on attitudes toward academic fraud and procrastination (Kaufman, 2008; Patterzek et al., 2015).
The approach of this research is a descriptive correlation. The statistical population includes all undergraduate students of the Bu-Ali Sina University of Hamadan.  386 students were selected using a stratified random sampling method. Three standard questionnaires on ethics, academic procrastination, and attitudes toward fraud were used to collect research data. Data were collected and analyzed using Pearson correlation coefficient and path analysis in LISREL and SPSS statistical software.
The results showed that the relationship between ethics behavior and academic procrastination and attitude to cheating is negative and significant. As a result, the dimensions of ethics behavior can be considered to reduce academic procrastination and attitude to cheating among students  Analysis of research hypotheses showed that there is a negative and significant relationship between self-efficacy and scientific responsibility of ethics behavior components with academic procrastination.  Based on the results, it can be stated that self-efficacy in students can create a context in which they consider themselves efficient and effective, Be creative in teaching and research, feel that they can play an effective role in advancing educational goals, In addition, scientific responsibility provides the context for students to honestly share their scientific information with others, believing that they are constantly updating their scientific archives, knowledge, and skills. As a result of these conditions, academic procrastination in them is reduced, so that they have a good speed in performing homework, to do their homework on time. Therefore, the institutionalization of moral principles makes the students to be energetic and active in their educational and educational roles, and to avoid slacking and neglecting their work, and to try more seriously and with more effort in fulfilling their duties. In addition, the results showed that social responsibility, self-efficacy, and scientific responsibility of the components of ethics behavior have a negative and significant relationship with attitude to cheating. Based on the results, it can be stated that social responsibility emphasizes the solution of social problems by the individual based on his study and research, holding himself accountable to students, society and parents has a social commitment to maintaining human dignity. Self-efficacy also refers to satisfaction with one's educational and research performance. Finally, scientific responsibility emphasizes aspects such as compliance with specialized, technical, educational and research standards.  As a result of the existence of the mentioned moral values, we can see a negative attitude towards students to cheating, who consider cheating as a kind of lie and abuse, committing it as wrong and violating the rights of others. The overall result of the study showed that ethics has a negative and significant relationship with academic procrastination and attitudes to cheating. Students, as moral actors, have a moral system that results from living in a social world. To explain their moral system, we need to see where they connect to the social world. Students in the context of family, neighbors, friends, education and civic relations, and especially through work, are tied to the social world and find certain morals, and therefore can design a moral system for themselves, within which avoid immoral behaviors. In line with the obtained results, it is suggested to develop sustainable moral characteristics in students, this can be achieved in the light of educational programs. It is also recommended that university professors create a conducive learning environment in their classrooms, actively engage learners, continuously evaluate students' knowledge, skills and attitudes, facilitate the achievement of educational goals, provide feedback to learners, inform students of their abilities, and Provide students with strengths and weaknesses and create opportunities for students to reduce cheating and procrastination.

Keywords

Main Subjects


Afzali, A., Qeshmi, S. M. A., & Hindi, V, A. (2020). Development of a model for predicting students' tendency to cheat based on academic variables. Journal of Educational Psychology,, 16 (56), 75-96. (In Persian).
Aghili, S. R., Alam al-Huda, J., & Fathi, V. C. (2018). Designing a model of moral education curriculum in the elementary course of the Iranian educational system. Journal of Teaching Research, 6 (4), 23-1
Armito-Azusa, F., Gregg-Misuzu, N., & Miki-Yuko, M. (2011). Evaluation of doctoral nursing programs in japan by faculty members and their Educational and research activities. Nurse Education today, 53(7), 1-7.
Asrami Vahed, M. J., Moradzadeh, A., & Yaghoubi, N. M. (2015). The mediating role of energy in the relationship between Islamic work ethic and the desire to leave the service. Public Management Research, 8 (28), 56-33.
Atmeh, M., & Al-Khadasch, H. (2008). Factors affecting cheating among Accounting Students (using the Theory of Planned Behavior). Journal of Accounting Business Management, 15, 109-125.
Barzegar- Befrooi, M., & Barzegar- Barfoei, K. (2016). The model of predicting academic fraud based on religious orientation, orientation of achievement goals and source of control in students. Islam and educational research, 8(15), 49-66.
Bloodgood, J. M., Turnley, W. H., & Mudrack, P. (2008). The influence of ethics instruction, religiosity, and intelligence on cheating behavior. Journal of Business Ethics, 82 (3), 557-571.
Cheraghi nia, S. (2014). Theses Investigating the Relationship between Cognitive Styles (Modern or Adoptive-Modernist or Researcher) with Satisfaction and Academic Delay in High School Male Students in Abdanan. M.Sc. Educational Psychology, Allameh Tabatabai University. (In Persian).
Chudzicka-Czupała, A., Grabowski. D., Mello, A. L., Kuntz, J., Zaharia, D. V., Hapon, N., & Börü, D. (2013). Application of the Theory of Planned Behavior in Academic Cheating Research–Cross-Cultural Comparison. Ethics & Behavior, 26(8), 638-659.
Colnerud, G., & Rosander, M. (2009). Academic dishonesty, ethical norms and learning. Assessment & Evaluation in Higher Education, 34(5), 505-517.
Faizullah Nejad, I. (2014). Predicting fraud in undergraduate students based on the components of academic motivation and moral identity, Master Thesis Tabriz University. (In Persian).
Farid, A. (2016). The role of academic self-expression, academic frustration and bullying behaviors in predicting student academic fraud. New Educational Thoughts, Faculty of Educational Sciences and Psychology, Al-Zahra University; 13 (2). (In Persian).
Farid, A. (2016). The role of motivational factors of personal goal orientations, academic self-efficacy and academic stress in academic fraud of pharmacy students. Journal of Education Strategies in Medical Sciences, 9 (6), 423-414. (In Persian).
Fealy, S., Safar Pour, S., & RasouliAzar, S. (2014). Factors affecting student cheating in university exams; Quarterly Journal of Research and Programs in Higher Education. Quarterly Journal of Research and Planning in Higher Education, 20 (1), 57-77. (In Persian).
Ferrari J., & Tice D. (2000). Procrastination as a self-handicap for men and women: A task avoidance strategy in a laboratory setting. Journal of Research in Personality, 34:73–83.
Ferasatkhah, M. (2006). Scientific ethic, a key for improving higher education. Ethics in Science Technology, (1): 13-27. (In Persian).
Galavandi, H. (2016). Predicting Work Ethics based on the Spirituality in the Workplace. Ethics in science and Technology, 11 (1), 75-84.(In Persian).
Ghanbari S., & Soltanzadeh V. (2016). The role of mediator emotional intelligence in the relationship between Self- efficacy of research and academic achievement motivation. Journal of Educational Measurement and Evaluation Studies,6(14),41-67. (In Persian).
Ghosh, R., & Roy, S. (2017). Relating multidimensional perfectionism and academic procrastination among Indian university students: Is there any gender divide?. Gender in Management: An International Journal, 32(8), 518-534.
Giluk, T., & Postlethwaite, B. E. (2017). Big Five personality and academic dishonesty: A meta-analytic review. Personality and Individual Differences, 72: 59-67.
Greenawalt, J. A., O'Harra, P., & Little E. (2017). Undergraduate Nursing Students' Ability to Apply Ethics in Simulated Cases. Clinical Simulation in Nursing,13(8), 359-379.
Hardy, S. A., Bhattacharjee, A., Aquino, K., & Reed, A. Jr. (2010). Moral identity and psychological distance: The case of adolescent parental socialization. Journal of Adolescenc, 33(1):111-23
Hassani, M., Rahimi, M., & Samari, M. (2014). The effect of Islamic work ethic on organizational justice, job satisfaction and absence of employees of Urmia Electricity Department. Organizational culture management, 12 (4), 633-613.
Hen,  M., & Goroshit M. (2018). The effects of decisional   and academic procrastination   on students’ feelings toward academic procrastination, Current Psychology; https://doi.org/10.1007/s12144-017-9777-3.
Hosseini Nejad, S. M., Sanago, A., Kalantari, S., Joybari, L., & Saeedi, S. (2016). Ethics of studying in educational environment: Perspectives and experiences of medical students. Journal of Educational Development in Medical Sciences, 9 (22), 43-34.
Kandemir, M. (2016). Predictors of Academic Procrastination: Coping with Stress, Internet Addiction and Academic Motivation. World Applied Sciences Journal, 32 (5), 930-938.
Kármen, H., Kinga, S., Edit, M., Susana, F., & Réka, J. (2014). Associations between Academic Performance, Academic Attitudes, and Procrastination in a Sample of Undergraduate Students Attending Different Educational Forms. Procedia - Social and Behavioral Sciences, 187, 45-49.
Kaufman, H. E. (2008). Moral and Ethical Issues Related to Academic Dishonesty on College Campuses. Journal of College and Character, 2(5), 1-9.
Khamesan, A., & Amiri, M. A. (2011).The Study of Academic Cheating Among Male and Female Students. Ethics in science and Technology, 6 (1), 54-62.
Khormai. F., Azadi. Dehbidi, F., & Zaboli, M. (2016). Predicting academic procrastination based on the moral virtue of patience through the mediation of components of achievement goals in students. Ethical Research, 7 (1), 55.
Kizuri, A. H., Mohammadi Hosseini, S. A., & Soleimani, E. (2019). Students 'perception of faculty members' teaching competencies (Case study: Ferdowsi University). Scientific Journal of Teaching Research, 7 (4), 131-107. (In Persian)
Kline, R. B. (2011). Principles and practice of structural equation modeling. Second Edition, New York: The Guilford Press.
Laripour, M., Azizzadeh. Forouzi, M., Kazemi, M., Heidarzadeh, A., & Sarafizadeh, S. (2021). Attitudes towards academic fraud and its relationship with students' academic achievement motivation and self-esteem. Journal of Education Strategies in Medical Sciences, 4(3), 111-103. (In Persian)
Lowinger, R. J., Kuo, B. C. H., Song, H. A., Mahadevan. L., Kim E., Liao, K. Y. H., Chang, C. Y., Kwo, K. A., & Han, S. (2016). Predictors of Academic Procrastination in Asian International College Students. Journal of Student Affairs Research and Practice, 53 (1), 90–104.
Maanipour, H. (2012). Relationship between Social Capital and Professional Ethics of Faculty Members in Islamic Azad University Guilan Branches, MSc in Human Resource Management. Islamic Azad University of Rasht Branch. (In Persian).
Mazraeh, M. (2018). Factors Affecting Fraud among Accounting Students; 11th International Conference on Management and Accounting and 8th International Conference on Entrepreneurship and Open Innovation; July 11; Razi International Conference Hall.
Mehdizadeh, I., Rajaipour, S., Hoveida, R., & Salmabadi, M. (2015). The role of academic self-efficacy and academic self-disability in students' academic procrastination. Journal of Educational Strategies in Medical Sciences, 11 (3), 1-10. (In Persian).
Michałowski, J., Koziejowski, W., Droździel, D., Harciarek, M., & Wypych M. (2017). Error processing deficits in academic procrastinators anticipating monetary punishment in a go/no-go study. Personality and Individual Differences, 117, 198-204.
Mousavi, S. M., & Kazemi, M. (2019). A Study of the Relationship between School Ethics and Teaching Styles with Academic Procrastination in Secondary School Students in District 1 of Zanjan. Applied research in consulting; 2 (5): 17-1.
Murdock, T. B., & Anderman, E. M. (2006). Motivational perspectives on student cheating: Toward an integrated model of academic dishonesty.
Nakhaee, A., & Sobhani, A. (2019). Professional Ethics as an Effective Indicator on Organizational Entrepreneurship Pattern. Ethics in science and Technology, 14 (2), 16-22. (In Persian).
Narimani, M., Mohammadi, G., Almasi Rad, N., & Mohammadi, J. (2017). The role of moral intelligence and risk perception in predicting students’ academic burnout and procrastination. School Psychology Journal, 6(2), 142-145. (In Persian).
Ocak, G., & Boyraz S. (2016). Examination of the Relation between Academic Procrastination and Time Management Skills of Undergraduate Students in Terms of Some Variables. Journal of Education and Training Studies, 4(5), 2324-8086.
Omid Moghadam, K., Khamsan, A., & Aiti, M. (2017). Identifying the reasons for ignoring academic ethics and committing academic fraud. Quarterly Journal of Ethics in Science and Technology, 13(2), 1-21. (In Persian).
Patrzek, J., Sattler, S., Veen, F., Grunschel, C., & Fries, S. (2015). Investigating the effect of academic procrastination on the frequency and variety of academic misconduct: a panel study. Studies in Higher Education, 40(6), 1-12.
Royai, Z., Shakari, O., Bagharian, F., & Sharifi, M. (2015). Analyzing the relationship between goals and academic cheating: the mediating role of non-commitment to academic ethics. Ethics in Science and Technology Quarterly, 12(1), 1-11. (In Persian).
Sadeghi, A., Ofoghi, N., Bonapour - Hamidi, M. H., & Emami, S. F. (2017). A Study Institutions in Rasht. of Factors Related to Fraud among Students of Higher Education. Strategic research on security and social order, 19 (4), 52-35.
Saki, R. (2011). Ethics in educational research and its components. Journal of Ethics in Science & Technology, 6 (2), 52-64. (In Persian).
Salimi, J., Barkhoda, S. J., & Mohammadian- Sharif, K. (2014). Investigating the relationship between academic motivation and social achievement goals with academic procrastination in students. Consulting research; 13 (50), 100-80. (In Persian).
Shahbazian-Khoonin, A., Farid, A., & Habibi Kalibar, R. (2015). Phenomenological study of the causes of the tendency to academic fraud from the perspective and experiences of cheating students. Journal of Teaching Research, 4 (2), 114-125. (In Persian).
Shariyatmadari, A., & Adinehvand, F. (2019). Identifying the Effectiveness of Training Philosophical Concepts on Development of Ethical Values. Ethics in science and Technology, 14 (2), 23-30. (In Persian).
Shu, L. L., Gino, F., & Bazerman, M. H. (2011). Dishonest deed, clear conscience: When cheating leads to moral disengagement and motivated forgetting. Personality and Social Psychology Bulletin, 37(3), 330-349.
Tibbetts, S, G., & Myers DL. (1999). Low self- control, rational choice, and student test cheating. American Journal of Criminal Justice, 23(2), 179-200.
Tuckman, B. W. (1991). The development and concurrent validity of the procrastination scale. Educational and Psychological Measurement, 51(2), 473-480.
Van Wyk, L. (2004). The relationship between procrastination and stress in the life of the high school teacher. Unpublished master thesis, University of Pretoria.
Vordiniya, A, A., & Salehnejhad, S.N. (2013). A Study of Influential Factors on Students' Participant in Cheating Behavior. Ethics in science and Technology,8 (1),85-93.(In Persian).
Yazıcı, H., & Bulut, B. (2015). Investigation into the Academic Procrastination of Teacher Candidates’ Social Studies with Regard to their Personality Traits. Procedia - Social and Behavioral Sciences.174, 2270-2277.