A new approach to children's education quarterly

A new approach to children's education quarterly

The development of a model of academic dishonesty based on achievement emotions with the mediation of family academic engagement in students

Document Type : Original Article

Authors
1 PhD student in general psychology, Semnan Branch, Islamic Azad university, Semnan, Iran.
2 Assistant Professor of Psychology, Semnan Branch, Islamic Azad university, Semnan, Iran
3 Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.
4 Associate Professor, Department of Industrial Engineering, Semnan Branch, Islamic Azad University, Semnan, Iran.
Abstract
Aim: The aim of this study was to develop a model of academic dishonesty based on achievement emotions, with academic engagement of students' families as a mediator. Method: The research design is correlational and descriptive. The statistical population of the study consisted of all female high school students in Semnan city during the academic year 2024, from which 260 students were selected as a sample using multi-stage cluster sampling. The research tools included Academic Dishonesty Scale (McCabe & Trevino, 1999), Achievement Emotions Questionnaire (Pekrun et al., 2005), and Family Academic Engagement Scale (Fan & Williams, 2010). Data were analyzed using structural equation modeling and SPSS and AMOS software. Results: The evaluation of the hypothesized model using goodness-of-fit indices showed that the hypothesized model fit well with the measurement model (CFI=0.91, NFI=0.96, RMSEA=0.07). The results showed that achievement emotions have a direct significant effect on academic dishonesty at the 0.05 level (P<0.05). Additionally, achievement emotions indirectly affect academic dishonesty through family academic engagement. Discussion: According to the results of this study, in order to improve academic dishonesty, intervention in students' emotions of progress and family academic involvement can be important.
Keywords

Subjects


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  • Receive Date 14 February 2025
  • Revise Date 28 February 2025
  • Accept Date 02 March 2025
  • First Publish Date 18 April 2025
  • Publish Date 23 August 2025