نقش ادراک از جهتگیری هدفی والدین، ناهماهنگی خانه و دانشگاه و فضای محل زندگی در رفتارهای تقلب تحصیلی دانشجویان
محورهای موضوعی : روانشناسی تربیتی
ابوالفضل فرید
1
(عضو هیئت علمی و استادیارگروه علوم تربیتی دانشگاه شهید مدنی آذربایجان)
کلید واژه: هدف تبحری والدین, هدف عملکردی والدین, ناهماهنگی خانه و دانشگاه, فضای محل زندگی, تقلب تحصیلی,
چکیده مقاله :
هدف این پژوهش تعیین نقشِ ادراک ازجهت گیری هدفی والدین، فضای محل زندگی و ناهماهنگی خانه و مدرسه، در تقلب تحصیلی دانشگاه شهید مدنی آذربایجان بود. بدین منظور از بین کلیه دانشجویان دانشگاه مذکور که به تعداد تقریبی 6000 نفر بودند، نمونهای با حجم 404 نفر به شیوه تصادفی طبقهای انتخاب شدند. ابزارهای اندازهگیری متغییرها، مقیاسهای الگوهای یادگیری سازگارانه (PALS) میجلی و همکاران (2000) بود. پایائی ابزارهای اندازهگیری در زیر مقیاسهای مختلف متفاوت، ولی همه آنها قابل قبول بودند (بالای 70/. ). دادههای جمعآوری شده با استفاده از نرمافزار SPSS، و با روش رگرسیون چندگانه گام به گام مورد تجزیه و تحلیل قرار گرفتند. متغییرهایِ ادراک از اهداف والدین، فضای محل زندگی و ناهماهنگی خانه ودانشگاه، به عنوان متغییرهای مستقل، در مجموع توانستند 12/0 درصد از کل واریانس تقلب تحصیلی را تبیین کنند. از بین متغییرهای مستقل، متغییرهایِ ناهماهنگی بین خانه و دانشگاه و ادراکِ هدف تبحری بودنِ والدین، توانستند رفتار تقلبی دانشجویان را به شیوه معنیدار پیشبینی نمایند. متغییرِ ناهماهنگی بین خانه و دانشگاه با ضریب بتای استاندارد 293/0 بیشترین سهم، و متغییرِ ادراک هدف تبحری بودن والدین، با ضریب بتای124/0، بیشترین سهم بعدی معنیدار را در پیشبینی تقلب تحصیلی دانشجویان داشتند. میتوان نتیجه گرفت که هر چقدر ناهماهنگی بین خانه و دانشگاه بیشتر باشد، و نیز هر چقدر ادراک دانشجویان از جهتگیری هدفی والدین تبحریتر باشد، احتمال رفتار تقلب تحصیلی دانشجویان افزایش خواهد یافت
The purpose of this research was to investigate the role of perceived parent goal orientations, home-university dissonance, and neighborhood space on the students’ academic cheating at Azarbaijan Shahid Madani University. To this end, from among the students of the aforementioned University who were about 6000 students, a sample including 404 students was selected through stratified random sampling. The instruments to collect the data were the Patterns of Adaptive Learning Scales (PALS) designed by Midgley et al. (2000). The reliability of all scales was over 0.75. The data were analyzed through running a stepwise multiple regression analysis using SPSS. Perceived parent goal orientations, neighborhood space and home- university dissonance as independent variables, and studentsʼ academic cheating as a dependent variable were analyzed. The independent variables could explain 0.12 of the total academic cheating variance. Home university dissonance and perceived mastery goal orientations could meaningfully predict the students’ academic cheating. Home-university dissonance with the coefficient of 0.293, and perceived parents goal orientations the coefficient 0.124 with 0.124, had the greatest role on the students’ academic cheating respectively. It was concluded that the higher home - university dissonance and perceived parent mastery goal orientation is the higher studentsʼ academic cheating behavior would be
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_||_Amrein-Beardsley, A., Berliner, D. C., & Rideau, S. (2010). Cheating in the first, second, and third degree: Educators' responses to high-stakes testing. Education policy analysis archives, 18, 14.
Anderman, E. M., Cupp, P. K., & Lane, D. (2009). Impulsivity and academic cheating. The Journal of Experimental Education, 78(1), 135-150.
Arunkumar, R., Midgley, C., & Urdan, T. (1999). Perceiving high or low home-university dissonance: Longitudinal effects on adolescent emotional and academic well-being. Journal of Research on Adolescence, 9(4), 441-466.
Barzgar, K. (2013). The relationship between personal and contextual factors and academic cheating of fifth grade elementary students. School psychology, 3, 6-20. [In Persian]
Bennett, R. (2005). Factors associated with student plagiarism in a post‐1992 university. Assessment & Evaluation in Higher Education, 30(2), 137-162.
Bernardi, R. A., Baca, A. V., Landers, K. S., & Witek, M. B. (2008). Methods of cheating and deterrents to classroom cheating: An international study. Ethics & Behavior, 18(4), 373-391.
Bernardi, R. A., Banzhoff, C. A., Martino, A. M., & Savasta, K. J. (2012). Challenges to academic integrity: Identifying the factors associated with the cheating chain. Accounting Education, 21(3), 247-263.
Bong, M. (2008). Effects of parent-child relationships and classroom goal structures on motivation, help-seeking avoidance, and cheating. The Journal of Experimental Education, 76(2), 191-217.
Boysen, C. J. (2007). Teachers and Cheating: The Relationship between the Classroom Environment and High University Student Cheating (Doctoral dissertation, Loyola Maryamount University).
Colnerud, G., & Rosander, M. (2009). Academic dishonesty, ethical norms and learning. Assessment & Evaluation in Higher Education, 34(5), 505-517.
Covington, M. V., & Omelich, C. L. (1984). An empirical examination of Weiner's critique of attribution research. Journal of educational psychology, 79, 1214-1225.
Davy, J. A., Kincaid, J. F., Smith, K. J., & Trawick, M. A. (2007). An examination of the role of attitudinal characteristics and motivation on the cheating behavior of business students. Ethics & Behavior, 17(3), 281-302.
Deb, S., Strodl, E., & Sun, J. (2015). Academic stress, parental pressure, anxiety and mental health among Indian high university students. International Journal of Psychology and Behavioral Sciences, 5(1), 26-34.
Eslamnavaz, H. (2012). Studying the attitudes of dtudents in different fiehds at higher education toward academic cheating: a case study (Unpublised masterʼs thesis). Gilan University: Gilan. [In Persian]
Estep, H. M., & Olson, J. N. (2011). Parenting style, academic dishonesty, and infidelity in college students. College Student Journal, 45(4), 830.
Etter, S., Cramer, J. J., & Finn, S. (2006). Origins of academic dishonesty: Ethical orientations and personality factors associated with attitudes about cheating with information technology. Journal of Research on Technology in Education, 39(2), 133-155.
Ezheei, J., Shahabi, R., & Alibazi, H. (2011). Relation of personality characteristics with self-reported academic cheating in the junior students. Journal of psychology, 4(15), 412-424.
Feinberg, J. M. (2009). Perception of cheaters: The role of past and present academic achievement. Ethics & Behavior, 19(4), 310-322.
Gadbois, S. A., & Sturgeon, R. D. (2011). Academic self‐handicapping: Relationships with learning specific and general self‐perceptions and academic performance over time. British Journal of Educational Psychology, 81(2), 207-222.
Ghaseminajad, Z. (2008). The Relationship between goal orientation and avoidance behavior among Darrehshahr’s junior female students. (Unpublised masterʼs thesis). Shahid Chamran University, Ahvaz. [In Persian]
Ghasemzadeh, R. (2012). Percepted role of professor in the academic cheating from Birjand’s student's perspective. (Unpublised masterʼs thesis). Birjand University, Birjand.
Hill, K. T., & Wigfield, A. (1984). Test anxiety: A major educational problem and what can be done about it. The Elementary University Journal, 85(1), 105-126.
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