پیش بینی بی صداقتی تحصیلی بر اساس باورهای هوشی و استرس ناشی از انتظارات تحصیلی در دانش آموزان مقطع متوسطه دوم شهر مشهد مرغاب

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشگاه پیام نور واحد خرامه،فارس،ایران

2 گروه روانشناسی. دانشگاه پیام نور. تهران .ایران

10.22034/naes.2022.375389.1286

چکیده

پژوهش حاضر با هدف پیش بینی بی صداقتی تحصیلی بر اساس باورهای هوشی و استرس ناشی از انتظارات تحصیلی در دانش آموزان مقطع متوسطه دوم انجام گرفت. این پژوهش از نوع همبستگی می‌باشد. جامعه آماری پژوهش حاضر شامل کلیه دانش آموزان مقطع متوسطه دوم شهرمشهد مرغاب در سال تحصیلی 1402-1401 می باشد که تعداد 260 نفر طبق جدول مورگان و به صورت نمونه گیری خوشه ای چند مرحله ای به ‌عنوان نمونه انتخاب شدند. ابزار جمع‌آوری اطلاعات شامل مقیاس بی صداقتی تحصیلی مک کاب و تریوینو (1996) ، پرسشنامه باورهای هوشی بابایی )١٣٧٧) و پرسشنامه استرس ناشی از انتظارات تحصیلی انگ و هوان (2006) بود. جهت تجزیه‌وتحلیل داده ها از نرم افزار spss و از روش ضریب همبستگی پیرسون ورگرسیون چندمتغیره استفاده شد. یافته های پژوهش نشان داد که بی صداقتی تحصیلی بر اساس باور افزایشی هوش در دانش آموزان قابل پیش بینی می باشد. اما بی صداقتی تحصیلی براساس استرس انتظارات تحصیلی (استرس ناشی از انتظارات والدین/ معلمان و استرس ناشی از انتظارات شخصی از خود) در دانش آموزان قابل پیش بینی نمی باشد. به طور کلی از نتایج پژوهش حاضر میتوان نتیجه گرفت که باورهای هوشی از عوامل مهم برای بررسی و پیش بینی بی صداقتی تحصیلی دانش آموزان میباشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Prediction of academic dishonesty based on intelligence beliefs and stress caused by academic expectations in secondary school students of Mashhad, Murgab city.

نویسندگان [English]

  • Fatemeh Khosravi shiri 1
  • masomeh esmaeili 2
1 Payame Noor University Department of kharameh،fars,iran
2 department of psychology.payamnoor university.tehrn.iran
چکیده [English]

The main purpose of the present study was to predict academic dishonesty based on intelligence beliefs and stress of academic expectations in the second secondary level students of Mashhad, Murgab city. This applied research is of the correlation type. The statistical population of this research is all the students of the second secondary level in Mashhad, Marghab, in the academic year 1402-1401, of which 260 people were selected randomly as a sample according to Morgan's table. Data collection tools including the academic dishonesty scale of McCobe and Trevino (1996), Babaei Intelligence Beliefs Questionnaire (1997) and Ang and Hwan's Educational Expectations Stress Questionnaire (Ang and Hwan, 2006) were used. The validity of the questionnaire was confirmed by face validity and the reliability of the questionnaire was confirmed by Cronbach's alpha using SPSS-18 software. Pearson correlation coefficient of multivariate regression was used for statistical analysis. The results of the research hypotheses also showed that the prediction of academic dishonesty is based on intelligence beliefs and the stress of academic expectations in the second secondary level students of Mashhad, Marghab. The prediction of academic dishonesty is based on the components of intelligence beliefs (incremental and intrinsic) in the second secondary level students of Mashhad, Marghab. However, the prediction of academic dishonesty is not based on the stress of academic expectations (stress caused by parents/teachers' expectations and stress caused by personal expectations from oneself) in the second secondary level students of Mashhad, Marghab.

کلیدواژه‌ها [English]

  • academic dishonesty
  • intelligence beliefs
  • academic expectations stress
  • students
[1] Bacon AM, McDaid C, Williams N, Corr PJ. What motivates academic dishonesty in students? A reinforcement sensitivity theory explanation. British Journal of Educational Psychology. 2020; 90(1):152-166. [Persian]
[2] Alsuwaileh B, Alradaan D. University students’ dishonest academic practices: The case of the College of Basic Education. Ain Shams Educational Journal. 2015; 9(3): 122-147
[3] Hendy NT, Montargot N. Understanding academic dishonesty among business school students in France using the theory of planned behavior. The International Journal of Management Education. 2019; 17(1): 85-93.
[4] Ampuni S, Kautsari N, Maharani M, Kuswardani S, Buwono SBS. Academic dishonesty in Indonesian College students: An investigation from a moral psychology perspective. Journal of Academic Ethics. 2019; 18(3): 1-23
[5] Hensley LC, Kirkpatrick KM, Burgoon JM. Relation of gender, course enrollment, and grades to distinct forms of academic dishonesty. Teaching in Higher Education. 2013; 18(8): 895-907.
[6] Barani H, Khormaei F, Sheikhul-Islami R, Fouladcheng M. The relationship between academic excitement, hope and academic dishonesty: Investigating the mediating role of academic help-seeking, Psychology Quarterly, 2018; 23(4). [Persian]
[7] Barbaranelli C, Farnese ML, Tramontano C, Fida R, Ghezzi V, Paciello M, Long P. Machiavellian ways to academic cheating: A meditational and interactional model. Frontiers in Psychology. 2018; 695(9): 1-17.
[8] Bashir H, Bala R. Development and Validation of Academic Dishonesty Scale (ADS): Presenting a Multidimensional Scale. International Journal of Instruction, 2018; 11(2): 57-74.
[9] Starovoytova D, Namango S, Katana H. Theories and models relevant to cheating behavior. Research on Humanities and Social Sciences. 2016; 6(17): 108-139.
[10] Ang RP, Huan V. Academic Expectations Stress Inventory: Development, Factor Analysis, Reliability, and Validity. Educational and Psychological Measurment, 2006; 66(3): 522- 539.
[11] McCabe DL, Trevino LK. What we know about cheating in college longitudinal trends and recent developments. Change: The Magazine of Higher Learning. 1996; 28(1):28-33.
[12] Jokar B, Haq Naghadar M. the relationship between moral identity and academic dishonesty: examining the moderating role of gender, Education and Learning Studies, 2016; 8(2): 143-168. [Persian]
[13] Shokri A, Kadivar P, Naqsh Z, Ghanai Z, Daneshpour Z, Moulai M. Personality traits, academic stress and academic performance. Journal of Psychological Studies, 2006; 3(3):26-48. [Persian]
[14] Shokri A, Kadivar P, Daneshpour Z. Students' assessment of academic stressors and reactions to these stressors. Journal of Psychological Sciences. 2016; 52-65. [Persian]
[15] Baranian S, Haji Yakhchali A, Atesh Afrooz A. A model to explain the relationship between the five big factors of personality and academic dishonesty with the mediation of academic self-efficacy beliefs and self-esteem in students. Research in school and virtual learning, 2016; (3): 23-34 [Persian]
[16] Ghanbari Talab M, Sheikhul-Islami R. The mediating role of emotions and academic help-seeking in the relationship between metacognition and school well-being. Doctoral Thesis, Shiraz University. 2016  [Persian]
[17] Dweck CS, Leggett EL. A social-cognitive approach to motivation and personality. Psychological review. 1988; 95(2):256.
[18] Dweck CS, Molden DC. Self-theories: Their impact on competence motivation and acquisition. In A. Elliot, & C.S. Dweck (Eds.). The handbook of competence and motivation. New York: Guilford. 2005.