Abstract
Academic dishonesty is a global phenomenon that exists almost in every country. Its effect has been long-lasting and catastrophic in many instances and its impediment for growth is largely looming. This study attempted to investigate students’ self reported academic dishonesty in Ethiopian University settings. The findings show that 96.4% of respondents admitted in engaging on assignment-related dishonesty while 82.1% and 82% on research-related and exam-related ones, respectively. Scores on performance avoidance and mastery orientation, Cumulative Grade Point Average (CGPA), awareness of academic rules and regulations, assessment practices, faculty, and university attended predicted the different types of academic dishonesty with varying levels of significance.
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