مدل‌یابی روابط ساختاری جهت‌گیری هدف با نگرش به تقلب: انگیزش تحصیلی بعنوان متغیر میانجی

محورهای موضوعی : روانشناسی تربیتی

نفیسه بختیاری خوئی ¹ ( 1- کارشناس‌ارشد روانشناسی تربیتی، گروه روانشناسی، دانشگاه ارومیه، آذربایجان غربی، ایران )
اسماعیل سلیمانی ² ( استادیار گروه علوم تربیتی دانشگاه ارومیه )

تاریخ دریافت : 1397/07/19 تاریخ پذیرش : 1398/07/02 تاریخ انتشار : 1398/06/01

کلید واژه: پیشرفت تحصیلی, جهت‌گیری هدف, نگرش به تقلب,

چکیده مقاله :

تقلب نه تنها کیفیت سیستم آموزشی را تحت تأثیر قرار می دهد بلکه موجب اشاعه ی ناعدالتی می‌گردد. در این پژوهش رابطه‌ی ساختاری جهت‌گیری هدف و نگرش به تقلب با میانجیگری انگیزش تحصیلی مورد بررسی قرار گرفت. روش پژوهش همبستگی از نوع مدل معادلات ساختاری بود، به همین منظور 110 دانشجو دانشگاه ارومیه از بین 185 دانشجوی متقلبی که در بازه‌ی زمانی 1392 تا 1395 از طرف کمیته‌ی انضباطی حکم اخطار دریافت کرده بودند، بصورت تصادفی ساده انتخاب شدند. این افراد مقیاس‌های جهت‌گیری هدف، مقیاس انگیزش تحصیلی و مقیاس نگرش به تقلب را تکمیل کردند. برای تحلیل نتایج مدل‌یابیمعادلات ساختاری(SEM) از نرم‌افزارAMOS استفاده شد. نتایج نشان داد که ضرایب استاندارد مسیرهای جهت‌گیری هدف به انگیزش تحصیلی(53/0=β)؛ جهت‌گیری هدف به نگرش به تقلب(69/0=β) و انگیزش تحصیلی به نگرش به تقلب (39/0=β) معنی‌دار است. همچنین نتایج آزمون بوت استراپ نشان داد مسیر غیرمستقیم جهت‌گیری هدف به نگرش به تقلب از طریق انگیزش تحصیلی معنی‌دار می‌باشد. با توجه به این یافته‌ها انگیزش تحصیلی می‌تواند رابطه‌ی بین جهت‌گیری هدف با نگرش به تقلب را تحت تأثیر قرار دهد

چکیده انگلیسی:

In present research the structural equation modeling of the relationship between goal orientation and Attitudes toward cheating with mediating role of academic motivation was studied. In a descriptive correlational study, 110 students were selected with simple random sampling method from 185 dishonest students who were received warning letter from university disciplinary committee within the period of 2013-2017. They completed goal orientation, attitude to cheating and academic motivation scales. For analysis, structural equation modeling(SEM) was used. The results showed that the standard coefficients of goal orientation to academic motivation (β=0.53), goal orientation to attitude toward cheating (β=0.69) and academic motivation to attitude to cheating (β=0.39) paths were significant. As well as bootstrap test results demonstrated that goal orientation to attitude to cheating by mediating of academic motivation indirect path (β=0.39) was significant. According to these findings academic motivation can affect the relationship between goal orientation and attitude to cheating

منابع و مأخذ:

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Anderman, E. M., Griesinger, T., & Westerfield, G. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, 60, 84–93

Arias, J. F. (2004). Recent perspectives in the study of motivation: Goal Orientation Theory. Electronic Journal of Research in Educational Psychology, 2(1), 35-62.

Baker, S. R. (2004). Intrinsic, extrinsic, and amotivational orientations: their role in university adjustment, stress, well-being, and subsequent academic performance. Current Psychology, 23(3): 189-202.

Cury, F., Elliot, A. J., Da Fonseca, D., & Moller, A. C. (2006). The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 90, 666–679.

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): 257-278.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

Desalegn, A.A., & Berhan, A. (2014). Cheating on examinations and its predictors among undergraduate students at Hawassa University College of Medicine and Health Science, Hawassa, Ethiopia. BMC Medical Education, doi:  10.1186/1472-6920-14-89.

DeShon, R.P., Gillespie, J. Z. (2005). A motivated action theory account of goal orientation. J. Appl. Psychol. 90:1096–1127. http://dx.doi.org/10.1037/0021-9010.90.6.1096

Duda, J. L., Olson, L. K., & Templin, T. J. (1991). The relationship of task and ego orientation to sportsmanship attitudes and the perceived legitimacy of injurious acts. Research Quarterly for Exercise and Sport, 62(1), 79–87.

Eison, J. A., Pollio, H. R., & Milton, O. (1986). Educational and personal characteristics of four different types of learning- and grade-oriented students. Contemporary Educational Psychology, 11, 54–67.

Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52– 72). New York: Guildford.

Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232.

Farid, a. The role of motivational factors of personal goal orientations, academic self-efficacy and academic press on academic cheating behavior of pharmacy students. Journal of Education Strategies in Medical Sciences. 2017, 9 (6) 414-423 [In Persian].

Fry, M. D., & Duda, J. L. (1997). A developmental examination of children’s understanding of effort and ability in the physical and academic domains. Research Quarterly for Exercise and Sport, 68, 331–344.

Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J.(2002b). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562– 575.

Harter, S. (1981). A new self -report scale of intrinsic versus extrinsic orientation in classroom: Motivational and informational components. Developmental Psychology, 17(3), 300-312. Harter. S. (1980). A model of mastery motivation in children: Individual differences and developmental change, In W. A. Collins, Minnesota Symposium on child psychology, vol.14(pp.213-225). Hill Sdale, NJ: Erlbaum.

Hooman, H.A. (2004). Structural Equation Modeling by using LISERL software, Tehran: SAMT pubs [In Persian].

Jordan, A. E. (2001). College student cheating: The role of motivation, perceived norms, attitudes, and knowledge of institutional policy. Ethics & Behavior, 11(3), 233-247.

karashki, h. The role of progress goals in the components of self-regulation learning. Advances in Cognitive Science. 1999: 10(3) 13-21[Persian]

Klein, H. A., Levenburg, N. M., McKendall, M., & Mothersell, W. (2007). Cheating during the college years: How do business school students compare? Journal of Business Ethics, 72, 197–206. doi:10.1007/s10551- 006-9165-7.

Lapper Mark R., J. H Corpus & Sh. S. Iyengar. (2005). Intrinsic and extrinsic motivation in the classroom: Age diferncenes and academic correlates. Jounal of Educational Psychology, 97(2), 184-196.

Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: an asymmetrical bidirectional model. Educational Psychologist, 37(2), 69-78.

Lohlin, J. C. (1992). Latent variables Models: An introduction to factor, path and structural analysis(2nd ed.), Mahwah, NJ: Lawrence Erlbaum associated, Inc.

Ma, H., Lu, E.Y., Turner, S., and Wan, G.)2007(. An empirical investigation of digital cheating and plagiarism among middle school students. Am. Secondary Educ., 35: 69-82.

McCabe, D. L., Butterfield, K. D., Trevino, L. K. (2006). Academic dishonesty in graduate business programs: Prevalence, causes, and proposed action. Academy of Management Learning & Education, 5(3), 294–305.

Midgley C; Kaplan A; Middleton M; Maehr ML; Urdan T; Anderman L H; Anderman E& Roeser R. (1998). The development and validation of scales assessing student’s achievement goal orientations. Contemporary Educational Psychology; 23: 113-131.

Midgley, C.(Ed.) (2002). Goals, goal structures, and patterns of adaptive learning. Mahwah, New Jersey: Erlbaum.

Miller, Yona & Izsak, Ronit. (2017). Students' Involvement in Academic Dishonesty and Their Attitudes towards Copying in Exams and Academic Papers. Sociology and Anthropology, 5(3): 225-232.

Moradi V, Saidi Jam M. A study of identifying the cheating trend in exams of medical students of Hamadan University of Medical Sciences. Teb va Tazkieh. 2001;(40):19-23. [Persian]

Murdock, T. B., & Anderman, E. M. (2006). Motivational perspectives on student cheating: Toward an integrated model of academic dishonesty. Educational Psychologist, 41(3), 129-145.

Murdock, T.; Hale, N. & Weber, M. (2001). Predictors of Cheating among Early Adolescents: Academic and Social Motivations. Contemporary Educational Psychology, 26, 96–115.

Nonis, S., Swift, C. O. (2001). An examination of the relationship between academic dishonesty and workplace dishonesty: A Multicampus investigation. Journal Educational Business, 77(2):69–77.

Pintrich PR; AnneMarie MC; Toni M& Kempler. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research; 39: 319-337.

Pintrich, P. R.(2000b). Multiple Goals, Multiple Pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555.

Radosevich, D.J., Allyn M.R, Yun, S. (2007). Goal Orientation and Goal Setting: Predicting Performance by Integrating Four-Factor Goal Orientation Theory with Goal Setting Processes

Rakovski, C. C., Levy, E. S. (2007). Academic dishonesty: Perceptions of business students. College Student Journal 41(2), 466–482.

Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761. Schunk, D. H., Pintrich, P. R., & Meece, J. (2008). Motivation in education: Theory, research, and applications(3rd Edition). New Jersey: Pearson Education Inc

Smith, K.J., Davy, J.A., Rosenberg, D. L., Haight G. T. (2010). The Role of Motivation and Attitude on Cheating Among Business Student. Journal of Academic and Business Ethics

Stephens, J. M. Romakin, V., Yukhymenko, Mariya. (2010). Academic motivation and misconduct in two cultures: A comparative analysis of US and Ukrainian undergraduates. International Journal for Educational Integrity, 6(1), 47–60.

Svinicki, M. D. (2005). Student Goal Orientation, Motivation, and Learning. The IDEA Center.

Topîrceanu, A. (2017) Breaking up friendships in exams: A case study for minimizing student cheating in higher education using social network analysis. Computers & Education, doi:10.1016/j.compedu. 2017.08.008

Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C. & Valliers, E. F. (1992). The Academic Motivation Scale: A measure of Intrinsic, Extrinsic & Amotivatoin in education. Educational & psychological measurement, 52, 1003-1017.

Whitley, B. E., 1998. Factors associated with cheating among college students: A review. Research in higher education, 39(3), 235–274.

Wigfield, A., & Eccles, J. S. (2002). Expectancy value of achievement motivation. Contemporary Educational Psychology, 25(1),68-81.

Wormington S.V., Henderlong Corpus, J., Anderson, K. G. (2012). A person-centered investigation of academic motivation and its correlates in high school. Learning and Individual Differences, 22, 429–438.

Zahiri Nav B, Rajabi S. Evaluation of a group of students with lower academic motivation variables Persian language and literature. Daneshvar (Raftar) Shahed University. 2009;16(36):69-80[In Persian].

 

Alt, D & Geiger, B. (2012). Goal Orientations and Tendency to Neutralize Academic Cheating: An Ecological Perspective.  Psychol Stud, 57(4):404–416.

Anderman, E. M., Griesinger, T., & Westerfield, G. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, 60, 84–93

Arias, J. F. (2004). Recent perspectives in the study of motivation: Goal Orientation Theory. Electronic Journal of Research in Educational Psychology, 2(1), 35-62.

Baker, S. R. (2004). Intrinsic, extrinsic, and amotivational orientations: their role in university adjustment, stress, well-being, and subsequent academic performance. Current Psychology, 23(3): 189-202.

Cury, F., Elliot, A. J., Da Fonseca, D., & Moller, A. C. (2006). The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 90, 666–679.

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): 257-278.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

Desalegn, A.A., & Berhan, A. (2014). Cheating on examinations and its predictors among undergraduate students at Hawassa University College of Medicine and Health Science, Hawassa, Ethiopia. BMC Medical Education, doi:  10.1186/1472-6920-14-89.

DeShon, R.P., Gillespie, J. Z. (2005). A motivated action theory account of goal orientation. J. Appl. Psychol. 90:1096–1127. http://dx.doi.org/10.1037/0021-9010.90.6.1096

Duda, J. L., Olson, L. K., & Templin, T. J. (1991). The relationship of task and ego orientation to sportsmanship attitudes and the perceived legitimacy of injurious acts. Research Quarterly for Exercise and Sport, 62(1), 79–87.

Eison, J. A., Pollio, H. R., & Milton, O. (1986). Educational and personal characteristics of four different types of learning- and grade-oriented students. Contemporary Educational Psychology, 11, 54–67.

Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52– 72). New York: Guildford.

Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232.

Farid, a. The role of motivational factors of personal goal orientations, academic self-efficacy and academic press on academic cheating behavior of pharmacy students. Journal of Education Strategies in Medical Sciences. 2017, 9 (6) 414-423 [In Persian].

Fry, M. D., & Duda, J. L. (1997). A developmental examination of children’s understanding of effort and ability in the physical and academic domains. Research Quarterly for Exercise and Sport, 68, 331–344.

Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J.(2002b). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562– 575.

Harter, S. (1981). A new self -report scale of intrinsic versus extrinsic orientation in classroom: Motivational and informational components. Developmental Psychology, 17(3), 300-312. Harter. S. (1980). A model of mastery motivation in children: Individual differences and developmental change, In W. A. Collins, Minnesota Symposium on child psychology, vol.14(pp.213-225). Hill Sdale, NJ: Erlbaum.

Hooman, H.A. (2004). Structural Equation Modeling by using LISERL software, Tehran: SAMT pubs [In Persian].

Jordan, A. E. (2001). College student cheating: The role of motivation, perceived norms, attitudes, and knowledge of institutional policy. Ethics & Behavior, 11(3), 233-247.

karashki, h. The role of progress goals in the components of self-regulation learning. Advances in Cognitive Science. 1999: 10(3) 13-21[Persian]

Klein, H. A., Levenburg, N. M., McKendall, M., & Mothersell, W. (2007). Cheating during the college years: How do business school students compare? Journal of Business Ethics, 72, 197–206. doi:10.1007/s10551- 006-9165-7.

Lapper Mark R., J. H Corpus & Sh. S. Iyengar. (2005). Intrinsic and extrinsic motivation in the classroom: Age diferncenes and academic correlates. Jounal of Educational Psychology, 97(2), 184-196.

Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: an asymmetrical bidirectional model. Educational Psychologist, 37(2), 69-78.

Lohlin, J. C. (1992). Latent variables Models: An introduction to factor, path and structural analysis(2nd ed.), Mahwah, NJ: Lawrence Erlbaum associated, Inc.

Ma, H., Lu, E.Y., Turner, S., and Wan, G.)2007(. An empirical investigation of digital cheating and plagiarism among middle school students. Am. Secondary Educ., 35: 69-82.

McCabe, D. L., Butterfield, K. D., Trevino, L. K. (2006). Academic dishonesty in graduate business programs: Prevalence, causes, and proposed action. Academy of Management Learning & Education, 5(3), 294–305.

Midgley C; Kaplan A; Middleton M; Maehr ML; Urdan T; Anderman L H; Anderman E& Roeser R. (1998). The development and validation of scales assessing student’s achievement goal orientations. Contemporary Educational Psychology; 23: 113-131.

Midgley, C.(Ed.) (2002). Goals, goal structures, and patterns of adaptive learning. Mahwah, New Jersey: Erlbaum.

Miller, Yona & Izsak, Ronit. (2017). Students' Involvement in Academic Dishonesty and Their Attitudes towards Copying in Exams and Academic Papers. Sociology and Anthropology, 5(3): 225-232.

Moradi V, Saidi Jam M. A study of identifying the cheating trend in exams of medical students of Hamadan University of Medical Sciences. Teb va Tazkieh. 2001;(40):19-23. [Persian]

Murdock, T. B., & Anderman, E. M. (2006). Motivational perspectives on student cheating: Toward an integrated model of academic dishonesty. Educational Psychologist, 41(3), 129-145.

Murdock, T.; Hale, N. & Weber, M. (2001). Predictors of Cheating among Early Adolescents: Academic and Social Motivations. Contemporary Educational Psychology, 26, 96–115.

Nonis, S., Swift, C. O. (2001). An examination of the relationship between academic dishonesty and workplace dishonesty: A Multicampus investigation. Journal Educational Business, 77(2):69–77.

Pintrich PR; AnneMarie MC; Toni M& Kempler. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research; 39: 319-337.

Pintrich, P. R.(2000b). Multiple Goals, Multiple Pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555.

Radosevich, D.J., Allyn M.R, Yun, S. (2007). Goal Orientation and Goal Setting: Predicting Performance by Integrating Four-Factor Goal Orientation Theory with Goal Setting Processes

Rakovski, C. C., Levy, E. S. (2007). Academic dishonesty: Perceptions of business students. College Student Journal 41(2), 466–482.

Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761. Schunk, D. H., Pintrich, P. R., & Meece, J. (2008). Motivation in education: Theory, research, and applications(3rd Edition). New Jersey: Pearson Education Inc

Smith, K.J., Davy, J.A., Rosenberg, D. L., Haight G. T. (2010). The Role of Motivation and Attitude on Cheating Among Business Student. Journal of Academic and Business Ethics

Stephens, J. M. Romakin, V., Yukhymenko, Mariya. (2010). Academic motivation and misconduct in two cultures: A comparative analysis of US and Ukrainian undergraduates. International Journal for Educational Integrity, 6(1), 47–60.

Svinicki, M. D. (2005). Student Goal Orientation, Motivation, and Learning. The IDEA Center.

Topîrceanu, A. (2017) Breaking up friendships in exams: A case study for minimizing student cheating in higher education using social network analysis. Computers & Education, doi:10.1016/j.compedu. 2017.08.008

Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C. & Valliers, E. F. (1992). The Academic Motivation Scale: A measure of Intrinsic, Extrinsic & Amotivatoin in education. Educational & psychological measurement, 52, 1003-1017.

Whitley, B. E., 1998. Factors associated with cheating among college students: A review. Research in higher education, 39(3), 235–274.

Wigfield, A., & Eccles, J. S. (2002). Expectancy value of achievement motivation. Contemporary Educational Psychology, 25(1),68-81.

Wormington S.V., Henderlong Corpus, J., Anderson, K. G. (2012). A person-centered investigation of academic motivation and its correlates in high school. Learning and Individual Differences, 22, 429–438.

Zahiri Nav B, Rajabi S. Evaluation of a group of students with lower academic motivation variables Persian language and literature. Daneshvar (Raftar) Shahed University. 2009;16(36):69-80[In Persian].