Abstract
Online learning is a substitute for learning in the classroom during a global pandemic. The problem that arises is that academic dishonesty behavior increases when online learning takes place. We assess how academic dishonesty occurs during online learning. Purpose. We examine how academic dishonesty occurs during online learning. We review unethical behavior based on growth mindset and Grit as mediator variables. Materials and methods. The questionnaire was filled out by 266 students (196 female; 70 male) from universities in Indonesia. Data collection uses three scales, namely the academic dishonesty scale (α = 0.862), the growth mindset scale (α = 0.826), and the grit scale (α = 0.760). The path analysis using the multiple linear regression techniques was utilized to analyze the data in this study. Results. This study demonstrates a negative correlation between growth mindset and academic dishonesty, indicating that the more growth mindset, the less academic dishonesty. Additionally, there is a considerable negative correlation between Grit and academic dishonesty, such that the greater a person’s Grit, the less academic dishonesty there is. Additionally, a positive correlation exists between the growth mindset and Grit. The greater one’s growth attitude, the greater one’s Grit. The primary finding is that Grit mediates the growth mindset’s attitude toward academic dishonesty, implying that the growth mindset affects academic dishonesty by Grit. Conclusions. The conclusion is that the growth mindset acts as a buffer against academic dishonesty. However, Grit’s position is ideal for mediating the association between growth mindset and academic dishonesty. Thus, a growth mindset can boost students’ Grit, which can help prevent academic dishonesty. We reviewed recommendations for decreasing unethical behavior in online education and its consequences for higher education.
Highlights
This study demonstrates a negative correlation between growth mindset and academic dishonesty, indicating that the greater growth mindset, the less academic dishonesty
There are no significant relationship between variable with demographics of participants
Based on the multiple linear regression test path analysis results, which is related to the influence of growth mindset on academic dishonesty or called path c, it is obtained that the value of F count = 6.738 and t count = -2.596 and probability Sig. (p) = 0.010 (p < 0.050), meaning that it can be said that the growth mindset variable has a significant effect on the academic dishonesty variable, so the hypothesis is accepted that there is a significant effect of the growth mindset on academic dishonesty
Summary
Education is an effort that aims to develop all the potential in individuals that lasts a lifetime following the values and culture that exist in society (Syahrina & Andini, 2017). Cultivating character building does apply when education begins, but higher education must be the main focus in the development and key to the success of human resources in universities (Dhiu & Bate, 2018). The existing regulations in Indonesia are stated in the Law of the Republic of Indonesia number 12 of 2012, which states that students are members of the academic community who must have awareness in developing their potential in higher education to become intellectuals, scientists, practitioners, and professionals who character. Honesty is one of the main characters and personalities that students must possess so that these characters can be integrated into the entire education and learning process (Nugraha et al, 2020). There are still many students who have not been able to apply honesty in the education and learning process. Academic dishonesty behavior is one way to overcome difficulties in learning (Fitria, 2019). Napisah and Yulianto (2018) stated that academic dishonesty among students is considered normal, so many students do this without feeling afraid or guilty
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