Abstract
Introduction. This study aimed to investigate the relationship between Achievement Goal Orientation, Self-Efficacy, and Academic Dishonesty among college students during online learning. Method. A total of 238 students from students colleges in Indonesia completed an online questionnaire consisting of scales measuring Achievement Goal Orientation, Self-Efficacy, and Academic Dishonesty. The data were then analyzed using hierarchical regression analysis. Results. The results showed a significant relationship between Mastery goal orientation (approach-avoidance) Performance avoidance orientation and Academic Dishonesty. Additionally, a significant relationship was found between Self-Efficacy and Academic Dishonesty, with students who had lower Self-Efficacy being more likely to engage in Academic Dishonesty compared to those with higher Self-Efficacy. Hierarchical regression analysis also revealed that Mastery goal orientation, Performance goal orientation, and Self-Efficacy together predicted Academic Dishonesty in college students during online learning. Discussion and Conclusion. This study concludes that Achievement Goal Orientation and Self-Efficacy are important factors that influence Academic Dishonesty in college students during online learning. These findings may contribute to the development of more effective online learning programs that encourage students to achieve honest and high-quality learning outcomes.
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