Academic Behavior Research Articles

Collaboration, collusion, and barter-cheating: an analysis of academic help-seeking behaviors

This study explores the social nature of learning and discusses its implications for student assessment. To this end, we analyzed a sample of unique first-hand accounts of students seeking help with academic work, relying on the grounded theory approach for the identification of incentives for academic support (n = 807), and used time-series analysis (n = 5,637) to identify temporal trends. Our findings demonstrate an overlap in collaboration, collusion, and contact cheating practices and highlight a trade element in peer-relationships. In contrast to outsourcing of academic work to commercial providers, whereby academic support is exchanged for money, students’ tend to trade what they have available. The incentives offered in exchange for academic support included food, personal attention, money, alcohol, personal items, and sexual opportunities. The top subjects students sought help with were mathematics, history, and English. When examined on a timeline (2018–2023), the help-seeking behaviors persisted throughout the pandemic-related lockdowns; however, there was a shift toward monetary transactions. We argue that peer community can be considered an economy. Transacting with peers is more accessible, more affordable, and less risky than transacting with commercial providers. Furthermore, when students are partially involved in the production of academic work, it becomes harder to detect.

Collegiate cheating: understanding the prevalence, causes, and consequences

This article summarizes the arguments and counterarguments regarding the issue of academic dishonesty. The study’s main aim is to understand and initiate discussions about the widespread but disturbing problem of attrition in higher education institutions around the world. A systematization of literary sources and approaches to understanding university attrition has shown that a deep-rooted interplay of cultural, cross-cultural and social values contributes to academic dishonesty. The relevance of this issue and decisions that are considered necessary in this direction is that it will help educational institutions think about the need to develop a policy of academic integrity and control over strict compliance with the norms of this policy. The work uses a dual methodological approach involving quantitative and qualitative research methods. Within the framework of the quantitative method, a survey of students was conducted, which included a sample of 503 respondents. The purpose of the structured study of students is to determine their general perception of academic integrity, as well as to assess the extent of their use of information technology and compare it with their individual level of academic integrity. The qualitative method involved conducting interviews (in person and by telephone) and 25 focus group discussions among educational administrators regarding the prevalence of academic dishonesty in the academic environment. The internal consistency of the method was checked using Cronbach’s alpha coefficient. The article empirically confirms the results, which indicate that the traditional learning environment, the level of affluence in the family, and technological dependence contributed to non-compliance with the principles of academic dishonesty and a decrease in the quality of educational services. The results showed that the presence of a family business can significantly affect a student’s thinking and form a low level of tolerance for academic dishonesty (F=1.54, p=0.02). With the rapid spread of digital technology, Generation Z students depend highly on technology to support their educational endeavours (F=1.35, p=0.04). The results of the study offer a better understanding of the consequences of deviant academic behavior, the justification for increasing the responsibility of the subjects of the educational process for non-compliance with the principles of academic integrity and the importance of the institutional policy of the educational institution in regulating this issue.

THE INFLUENCE OF GREEDY, OPPORTUNITY, NEED AND EXPOSURE ON STUDENTS' ACADEMIC CHEATING PERFORMANCE

This study seeks to examine how students' academic cheating behavior is influenced by factors such as greed, opportunity, need, and exposure. The research employs a quantitative survey approach with an explanatory research design. The study population comprises 1,289 active students from the Faculty of Teacher Training and Education at Siliwangi University, who are members of the class of 2020. A Proportional Random Sampling technique was used, resulting in a sample size of 305 respondents. Data was collected through questionnaires, and data analysis included multiple linear regression analysis, as well as partial and simultaneous hypothesis testing. The findings indicate that while greed does not significantly impact students' academic cheating behavior (p = 0.105), opportunity has a significant effect (p = 0.000), need also plays a significant role (p = 0.031), and exposure does not have a significant influence (p = 0.252). Additionally, when considering all these factors together, greed, opportunity, need, and exposure collectively have a significant impact on students' academic cheating behavior (p = 0.000).

Conscientiousness dan Dukungan Sosial Teman Sebaya Terhadap Prokrastinasi Akademik Mahasiswa Jurusan Sistem Komputer

Students who practice academic procrastination often experience failure in the academic field due to the behavior of procrastinating time in doing assignments from lecturers which results in feelings of laziness, fatigue, and boredom so that students experience failure in the academic field. Conscientiousness can be interpreted as a description of a person's persistence to control his inner urges so that he can be responsible and comply with existing norms and rules. Peer social support is needed to reduce academic procrastination behavior, this is because positive support from peers in the educational process will improve student academic performance. This study aims to empirically examine the role of conscientiousness and peer social support in predicting student academic procrastination in the computer systems department of Universitas Putra Indonesia YPTK Padang. The sample for this study was 152 active status students from 2016 to 2019 using a simple random sampling technique. This research is non-experimental quantitative research with a survey method. The research measuring instrument consists of three scales, namely the conscientiousness scale, the peer social support scale and the academic procrastination scale. The results of this study indicate that conscientiousness and peer social support in collaboration are able have a significant effect on student academic procrastination in the computer systems department. Furthermore, conscientiousness partially has a significant effect on student academic procrastination in the computer systems department. Finally, peer social support partially has a significant effect on student academic procrastination in the computer systems department. The relationship that occurs is negative, the higher the conscientiousness and peer social support, the lower the student academic procrastination in the computer systems department.

The Relationship Between Academic Procrastination, General Procrastination and Patience: A Study on University Students

This research aims to reveal the nature of the relationship among university students' general procrastination, academic procrastination, and patience behaviors. In the study, the Academic Procrastination Scale (APS) and General Procrastination Scale (GPS) developed by Çakıcı (2003), the University Students' Patience Tendency Scale (USPTS) developed by Çeliköz and Gül (2018), and the "Personal Information Form" developed by the researcher were used. The data obtained were analyzed using SPSS 27.0 software. First, a normality analysis was applied, followed by the t-Test and One-Way Analysis of Variance (ANOVA). A correlational design was used in the research to determine the relationship among university students' general procrastination, academic procrastination, and patience behaviors; for the purpose of determining the effect of the patience variable on general and academic procrastination, a multiple regression analysis was used. A moderate (r=0.616), significant, and strong relationship was found between university students' general procrastination behaviors and academic procrastination behaviors. A negative relationship was identified between patience behaviors and both general and academic procrastination behaviors. The multiple linear regression analysis showed that academic procrastination behavior (β= -227) had a more pronounced effect in predicting patience behavior than general procrastination behavior (β= -.155). The research found significant differences in general procrastination, academic procrastination, and patience behaviors based on the participants' gender, the university they attend, family income level, and their field of study; while similarities were identified based on age and class level.

Development and validation of an Academic Involution Scale for College Students in China

AbstractThe term “nei juan” (in English “involution”) has become a buzzword in recent Chinese tertiary educational contexts, denoting the intense competition and anxiety among Chinese college students. This project aims to develop a reliable and valid scale measuring Chinese college students' competitive psychology, that is, an Academic Involution Scale for College Students in China (AISCSC). To this end, the scale was administered online to 1015 Chinese college students from a university from the Northern China. Exploratory and confirmatory factor analyses resulted in a determination of three factors (i.e., academic behavior, social activity, and social relationship) with a strong psychometric basis. The correlations between students' academic anxiety and their involutional behavior further confirmed the concurrent validity of AISCSC.

Informant Discrepancies in Universal Screening as a Function of Student and Teacher Characteristics

Despite the widespread use of school-based universal screening systems for social, emotional, and behavioral risk, limited research has examined discrepancies in ratings provided by teachers and their secondary students. Using the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS; teacher report) and mySAEBRS (student report) scores from a middle school sample, we examined the magnitudes and prevalence of informant discrepancies as well as associated student and teacher factors. Analyses revealed discrepancies consistently in the direction of teachers reporting lower levels of risk than students and were starkest for the Emotional Behavior Risk subscale. Across subscales, multiple student and teacher factors significantly predicted variance in discrepancies. We discuss these findings in the context of implications for selecting screening informants at the secondary level and opportunities to advance practical guidance in this area. Impact Statement Middle school students and their teachers provide discrepant ratings within universal screenings of students’ social, emotional, and behavioral risk. In this sample, students self-reported higher levels of risk than their teachers reported for them. This was especially true for risk in the Emotional Behavior domain and for students and teachers with certain demographic characteristics.

Promoting educational equity among health science students through a project-based learning writing course at a Hispanic Serving Institution

Background: Overall, high rates of American high school seniors lack writing proficiency (75%) and historically underrepresented minority (URM) populations fare even worse (91% of African American, 89% of Latinx) (U.S. Dept of Education, 2011), which suggests that URM college students enter college with lower writing abilities (Bracco et al., 2021). Co-curricular writing instruction could help eliminate writing skill disparities. The Health Science Intensive Writing Workshop (HSIWW) aimed to increase students’ perceived confidence in their writing abilities, encourage and increase academic help-seeking behaviors and networking skills.
 Description of Practice: A project-based learning methodology proved the best fit because of its focus on real-world problems and assessments, and emphasis on collaboration and revisions of personal work. 
 Outcomes: Eight upper-division health science undergraduate students participated in the 5-day HSIWW. Descriptive statistics indicated increases in perceived ability, confidence in writing abilities, and academic help-seeking behaviors. 
 Conclusion: To the study team’s knowledge, the HSIWW was unique as a co-curricular, project-based course that used high-impact practices to teach public health writing skills to URM students in higher education. HSIWW’s findings suggest a positive impact on student achievement by improving student performance and scaffolding the academic help-seeking behaviors that help keep students on the path to graduation.

Predictors of Cannabis Use Among Canadian University Students.

To examine the correlates between cannabis use, motives to use, related psychosocial outcomes and academic behaviours among a sample of Canadian university students. A random sample of 6,000 students who were enrolled in at least one class and were 18 years or over were asked to complete a cross-sectional online survey. Of the 920 students that responded, 478 (ages 18-55; mean age = 25.02, SD = 5.95) identified as having used cannabis within the past six months and thus were included as participants in the current study. Participants completed a battery of measures designed to examine cannabis use and associated constructs (i.e., substance use risk, personal well-being, non-specific psychological distress, academic behaviours, and motivations for use). Among the participants, 31% (n = 148) were found to be frequent (i.e., hazardous) users. Using cannabis for enhancement, coping, expansion, sleep difficulties, and conformity purposes, as well as impulsive personality traits were found to be predictors of cannabis use severity, with the enhancement motive identified as the strongest predictor for the total sample, males, and hazardous users. The coping motive was the strongest predictor for females, and impulsivity was the strongest predictor for non-hazardous users. Findings will help inform the development of campus guidelines for lower risk cannabis use. Information gleaned from this study will also provide important information for those that use cannabis, policymakers, and health care providers in considering optimal personal use, prevention, and intervention plans.

Social Cognitive Model of Academic Engagement

Academic Engagement has received widespread attention in educational research due to its association with multiple positive indicators of positive academic functioning and students’ well-being. Academic engagement is a positive state of mind characterized by students’ active participation and commitment to academic activities, which are critical aspects in the learning process. However, theoretical models that integrate relevant factors and explain how these factors contribute to academic engagement are currently lacking. The Social Cognitive Career Theory (SCCT; Lent et al., 1994) proven to be an integrative and useful framework to explain several aspects of academic behavior. In this study, we examined the adequacy of the SCCT model to explain academic engagement. Three-hundred and eleven university students (64% women) aged between 17 to 48 years old participated in the study. Results from structural equation modeling provide support for the SCCT model. Academic self-efficacy had a strong positive effect on academic engagement, as well as positive affect, social support and academic goal progress, although to a lesser extent. These findings confirm the value of SCCT as a heuristic model to explain a wide range of academic behavior, including academic engagement. Practical implications are discussed and avenues for future research are suggested.

High-fidelity virtual reality simulation training in enhancing competency assessment in orthopaedic training.

Surgical competence is the ability to successfully apply academic knowledge, clinical skills and professional behaviour to inpatient care. Along with ensuring patient safety, the ability to communicate effectively, collaborative teamwork and probity, and achieving satisfactory competencies form the fundamental principles of good medical practice. Current strategies to develop surgical competencies include a range of formative and summative assessments. The cancellation of traditional face-to-face meetings and training opportunities during the COVID-19 pandemic had a profound impact on the delivery of medical education and opportunities to achieve surgical competencies. Simulation learning has been used since before the pandemic to deliver surgical training across all grades and specialities, including orthopaedic surgery. Simulation-based training provides a safe, controlled environment to develop skill acquisition. Simulated surgery using virtual reality has evolved following developments in software and hardware. This article explores the role of high-fidelity virtual reality simulation to assess competencies in orthopaedic training in the post-COVID-19 era, and examines whether simulation could be used within the curriculum to augment and improve training.

Fraud triangle dimensions on academic fraud behavior

<span class="y2iqfc"><span lang="EN-US">This study aims to determine the effect of Dimensions of Pressure, Opportunity, and Rationalization on academic cheating behavior in accounting students in the undergraduate program at Halu Oleo University. This type of research is quantitative</span><span lang="EN-US">research, using a questionnaire as a research instrument. The sampling technique used is purposive sampling. This study used 92 respondents. The data used in this study is primary data. The data obtained in the form of answers from respondents were tabulated and processed using SPSS version 25 software. The results of this study indicate that pressure and rationalization partially have a significant effect on academic cheating behavior in accounting students at the Faculty of Economics and Business, Halu Oleo University. However, partial opportunity does not have a significant effect on academic cheating behavior in accounting students from the Halu Oleo Faculty of Economics and Business. This study also shows that simultaneously the three independent variables have a significant effect on academic cheating behavior in accounting students at the Faculty of Economics and Business, Halu Oleo University.</span></span>

The role of gender and coauthors in academic publication behavior

This paper contributes to the literature on differences in publication behavior of male and female scientists by examining two natural experiments in Germany that exogenously varied the attractiveness of journals. As a result of transformative open access publication agreements, journals published by Springer Nature and Wiley became more attractive as outlets for authors in Germany, while Elsevier journals lost some of their attractiveness within Germany due to substantial cancellations by university libraries. Studying 243,375 published articles in economics between 2015 and 2022, our findings suggests that men tend to seek reputation, while women favor visibility through open access, at least at the margin. While authorship in teams can dilute these behavioral patterns, female economists publish more single-authored papers. Overall female researchers appear to contribute more to the public good of open science, while their male colleagues focus on private reputation. These findings may offer an additional explanatory channel for the academic gender gap.

PENGARUH MOTIVASI BELAJAR, SELF EFFICACY DAN PROKRASTINASI TERHADAP PERILAKU KECURANGAN AKADEMIK MAHASISWA FAKULTAS EKONOMI UNIVERSITAS NEGERI JAKARTA DALAM MENYELESAIKAN TUGAS AKHIR

This study aims to determine whether there is an influence between learning motivation and procrastination on academic fraud behavior in students of the Faculty of Economics, Jakarta State University in completing their final assignment. The population in this study were students of the Faculty of Economics, Jakarta State University class of 2019 who were in the process of completing their final project, with an affordable population of 402 students. The sampling technique used proportional random sampling with a total sample of 201 respondents. The research method used is a quantitative method with a questionnaire or survey model. The research analysis method is a descriptive statistical test, validity test, reliability test, normality test, linearity test, multiple linear regression analysis, coefficient of determination (R2 Square), and hypothesis testing (T test and F test). The results of testing the data that has been done show that learning motivation has a negative and significant effect on academic fraud behavior, self-efficacy has a negative and significant effect on academic fraud behavior, procrastination has a positive and significant effect on academic fraud behavior and lastly learning motivation, self-efficacy and procrastination together - equally influential and significant to academic fraud behavior.

Effect of Pressure, Opportunity, Rationalization and Capability Against Academic Fraud Behavior in Students During Online Lectures

This study aims to measure how the influence of pressure, opportunity, rationalization and capability variables on academic fraud behavior in Jambi University accounting students class of 2019 during daring lectures. The research method used is a quantitative method with a sampling technique that is a saturated sample and data collection techniques using a Google form questionnaire. Based on the results of the study, it showed that pressure and opportunity had no significant effect on academic fraud behavior in Jambi University accounting students class of 2019, while rationalization and capabilities had a significant effect on academic fraud behavior on Jambi University of Accounting students class of 2019

The Effect of Self-Regulated Learning Behavior on Online Academic Procrastination and the Moderating Role of Parental Academic Involvement Latent Profiles Among Middle School Students

Objectives: This study aimed to examine the effect of self-regulated learning on online academic procrastination and the moderating effects of parental academic involvement latent profile.Methods: The participants were 527 middle school students who completed questionnaires to assess online academic procrastination, self-regulated learning behavior, and parental academic involvement. The data were analyzed using descriptive statistics, Pearson’s correlation coefficients, latent profile analysis, and hierarchical regression analysis with SPSS 26.0 and Mplus 8.4.Results: First, latent profile analysis identified four groups of parental academic involvement: support and pressure-emphasizing type, encouragement and active support type, autonomy-supportive type, and lack of support and high-pressure type. Second, results revealed that higher levels of selfregulated learning behavior and being in the encouragement and active support type group; were associated with reduce online academic procrastination behavior. Furthermore, the study found that the negative impact of self-regulated learning behavior on online academic procrastination weakened for students in the lack of support and high-pressure type or the encouragement and active support type groups.Conclusion: This study highlights the significance of improving self-regulated learning behaviors in the context of online learning. Moreover, the results indicate that parents’ positive support and encouragement, coupled with high expectations for academic growth, are more effective in fostering academic success than solely applying academic pressure or offering autonomous learning support. These findings offer valuable insights for developing interventions to prevent and address online academic procrastination.

Impact of Computer Assisted Instruction (C.A.I.) on Academic Behaviour of Computer Science Students at Ajayi Crowther University, Oyo State, Nigeria.

The impact of computer assisted instruction (C.A.I.) on the academic performance of computer science students at Ajayi Crowther University, Oyo was examined. The study investigated the post-test scores of both the control and experimental groups and the effect of pre-test scores on students taught using the traditional lecture method. Quasi-experimental study design was adopted; a pre-test and post-test were conducted for the sample groups. Simple random sampling technique was used to select 50 participants for the study. The instrument was administered twice, i.e., the pre-test and post-test. The pre-test was conducted on both the experimental and control groups, and both groups were presented with the post-test to ascertain the effectiveness of the C.A.I. The instrument’s reliability yielded a coefficient of 0.78 Cronbach alpha. Data were analysed using an independent t-test. Results demonstrated that there was a statistically significant difference between the mean score (t = 1.20, df = 38, p > 0.05) of students taught using the conventional lecture method (control) and students exposed to C.A.I. (experimental). Based on the results, it was recommended that using C.A.I. for teaching and learning should be encouraged at Ajayi Crowther University, Oyo, Nigeria.

Employee Engagement, Organizational Citizenship Behavior, dan Supervisi Akademik dalam Peningkatan Kinerja Guru di Sekolah Dasar

Employee engagement in the modern era like now is an important problem because of advances in information technology which is also followed by a change in human generation which is dominated by the millennial generation (generation Y) who have different characteristics and attitudes from previous generations (generation baby boomers and generation X). . The purpose of this study was to determine the effect of academic supervision, employee engagement, and Organizational Citizenship Behavior on increasing teacher effectiveness. with the results being very important for improving the quality of teacher performance in Indonesia. The method used is quantitative, namely research based on the philosophy of positivism is used to study certain populations or samples, the sampling method is usually random, research instruments are used in data collection, data analysis is quantitative/statistical in nature and aims to test established hypotheses. The final results of the study illustrate that Academic supervision has no significant effect on teacher effectiveness, staff placement does not have a significant effect on teacher effectiveness. This shows that employee engagement cannot be used as a variable to improve teacher performance, Organizational Citizenship Behavior (OCB) has a significant effect on teacher performance. This shows that Organizational Citizenship Behavior (OCB) can be used as a tool to improve teacher performance, and Academic Supervision, Employee Engagement and Organizational Citizenship Behavior (OCB) together have a significant effect on teacher performance. Keywords: Teacher, Performance, Improvement

ACADEMIC PERFORMANCE AND SCHOOL BEHAVIORS OF GRADE 7 OVERSEAS FILIPINO WORKERS’ CHILDREN IN TAGUDIN NATIONAL HIGH SCHOOL

This study aimed to assess the academic performance and school behavior of the children of Overseas Filipino Worker (OFW) enrolled at Tagudin National High School during the school year, 2022-2023. Specifically, it sought to answer the following: 1. What is the profile of the learners along a. Sex; b. Medium of communicating with parents; and c. Frequency of communicating with parents? 2. What is the level of academic performance of the Overseas Filipino Workers (OFWs) children? 3. What is the level of school behavior of Grade 7 OFW children along Hyperactive, Withdrawn, Poor attention/Concentration, Aggressive, Uncooperative, Disruptive, Manipulative, and Inappropriate Social Behavior; 4. Is there a significant relationship between the profile of the OFW children and the level of academic performance? 5. Is there a significant relationship between the level of performance of the OFW parents and children's level of school behavior 6. What plan can be proposed to improve the behavior of learners? 7. What is the level of acceptability of the action plan? The researcher used a descriptive correlational research design. The Grade 7 OFW children of will be the respondents. The study was conducted among the 91 OFW children enrolled at Tagudin National High School during the school year 2022- 2023. A total enumeration of the children of OFW enrolled were used as respondents. Based from the salient findings, the following conclusions are draw: 1. The respondents have distinct profiles from one another and no two individuals are exactly alike; 2. Classroom behaviors of the OFW children differ from one another but they execute favorable and unfavorable behaviors inside the class; 3. Sex affects the disruptive and uncooperative school behaviors of the OFW children of TNHS; 4. An action plan is a helpful material that contains strategies to improve the school behaviors of the TNHS OFW children; and 5. The developed action plan is simplified and down to earth but carries solutions to gauged problems of OFW children. From the findings and conclusions drawn, the following recommendations are hereby offered: 1. It is suggested that OFW children should be given more kindness and understanding as to their unfavorable behaviors yet they should establish a closer bonding with their OFW parents through the help of the social media's chat or messenger; 2. Misdemeanors conducted inside the class should be immediately settled by the teacher or guidance counselor with the guardian but teachers should possess many strategies to address issues and concerns like poor attention and low academic performance; 3. It is suggested that male students should be given roles inside the classroom to feel their importance and to deviate from untoward behaviors; 4. The action plan developed for the purpose of helping the OFW children focus their attention to their studies should be brought to the principal's office and when found worthwhile, be endorsed to all teachers of TNHS for their benchmark of their own classroom action plan; and 5. The action plan is timely and appropriate and it is a nice material to be used as benchmark to improve the school behaviors of OFW children.

Perceived life balance, cultural experience, and academic outcomes: A comparative study of first-generation students in South Africa and Canada

Not much is known about how first-generation students’ cultural experiences, resourcefulness, resilience and their belief that they are able to balance multiple roles affects their academic success. In this North-South comparative study, we examined the impact of culture and perceived ability to balance multiple academic and non-academic roles (balance belief) on academic outcomes experienced by first-generation and non-first-generation students in Canada and South Africa. We also identified the relationship between culture, balance belief, student resilience and resourcefulness and academic outcomes (grades, adjustment and academic self-efficacy). While academic behaviours were similar across countries and similar between students who are and are not first-generation, some non-academic roles differed. Further, for all students, greater balance belief had a small positive effect on grades, university adjustment and academic self-efficacy. When balance belief was combined with students’ academic resourcefulness, predictions of grades, especially for first-generation students from South Africa, were improved. Interventions that improve balance belief may aid students in each country; but understanding cultural experiences related to resourcefulness and resilience is importance since their association with balance belief varies between country and first-generation status.