Student Dishonesty Research Articles

Pedagogical tools for the prevention of academic dishonesty of students (analysis of research by Russian authors)

The results obtained by studying an array of works by domestic authors based on the RSCI are presented in order to identify the pedagogical tools described in publications to prevent academic dishonesty of students. The growth of scientific interest in the issues of countering academic dishonesty of students as an urgent problem of modern higher education has been noted. The methods of terminological, theoretical and comparative analysis, systematization and description are applied. It is established that the content of the pedagogical tools is quite diverse; the key thematic headings are highlighted. It is shown that Russian authors focus on the modernization of independent work and the assessment system, a qualitatively different level of interaction between teachers and students, the use of active teaching methods, the introduction of special courses and topics for the formation of ethical norms and competencies of academic writing. It is noted that the pedagogical authority of ethical codes is not evaluated too highly due to their weak rootedness in the national academic culture. It is concluded that in Russian universities, the use of pedagogical tools to prevent academic dishonesty of students causes a large amount of additional work by teachers and potentially creates a threat of psychological stress for them. It is assumed that the predictor of positive motivation of teachers to work on the prevention of academic fraud is a change in the objectives of the university leadership and the provision of conditions for the use of pedagogical tools to combat academic dishonesty. The results of the study can be applied in modern university practice and stimulate scientific analysis of the phenomenon of academic dishonesty of students. Изложены результаты, полученные путем изучения массива работ отечественных авторов на основе РИНЦ с целью идентификации описанного в публикациях педагогического инструментария для предупреждения академическои нечестности студентов. Отмечен рост научного интереса к вопросам противодеи ствия академическои нечестности студентов как актуальнои проблеме современного высшего образования. Применены методы терминологического, теоретического и сравнительного анализа, систематизации и описания. Установлено, что наполнение педагогического инструментария отличается достаточно большим разнообразием; выделены ключевые тематические рубрики. Показано, что россии ские авторы делают акцент на модернизацию самостоятельнои работы и системы оценивания, качественно инои уровень взаимодеи ствия преподавателя и студентов, использование активных методов обучения, введение специальных курсов и тем для формирования этических норм и компетенции академического письма. Отмечено, что педагогическии авторитет этических кодексов оценивается не слишком высоко в связи с их слабои укорененностью в отечественнои академическои культуре. Сделан вывод о том, что в россии ских вузах применение педагогического инструментария для предупреждения академическои нечестности студентов обусловливает большои объем дополнительнои работы преподавателеи и потенциально создает для них угрозу психологического стресса. Предположено, что предиктором позитивнои мотивации преподавателеи к деятельности по профилактике академического мошенничества является изменение целевых установок вузовского руководства и обеспечение условии для применения педагогического инструментария по борьбе с академическои недобросовестностью. Результаты исследования могут быть применены в современнои вузовскои практике и стимулировать научныи анализ феномена академическои нечестности студентов.

Overview of Academic Dishonesty in Students in Karawang Regency

Academic dishonesty occurs a lot in education. Academic dishonesty has been widely committed by students and students, and has a negative impact and causes problems in the future. This study aims to determine the picture of academic dishonesty in students in Karawang. The sampling technique used in this study used convenience sampling. The population used in this study is active students studying at five universities in Karawang with a total of 400 students. Data collection techniques in this research use two different ways, namely with scale sheets that are given directly and through scale sheets that can be accessed online. The instrument in this study used a Likert scale composed of four answer choices. The measuring instrument used in this study is Bashir & Bala's Academic Dishonesty Scale (ADS) (2018) which has 23 items. Data analysis techniques in this study used normality tests, categorization tests, and difference tests. The results in this study show that academic dishonesty in students in Karawang is relatively low. Based on gender, it was found that there was no difference between males and females. Furthermore, in the age range there was no difference between the age range between 18-21, 22-25 and 26-48 years. Meanwhile, based on education, there is no difference in academic dishonesty carried out in universities and in semesters there is no difference in academic dishonesty carried out by students in each semester.Academic dishonesty banyak terjadi di dunia pendidikan. ketidakjujuran akademik sudah banyak dilakukan oleh pelajar maupun mahasiswa, serta memiliki dampak negatif dan menimbulkan masalah dimasa yang akan datang. Penelitian ini bertujuan untuk mengetahui gambaran academic dishonesty pada mahasiswa di Karawang. Teknik sampling yang digunakan dalam penelitian ini menggunakan convenience sampling. Populasi yang digunakan dalam penelitian ini adalah mahasiswa aktif yang berkuliah di lima perguruan tinggi yang ada di Karawang dengan jumlah responden sebesar 400 orang mahasiswa. Teknik pengumpulan data dalam peneltian ini menggunakan menggunakan dua cara yang berbeda, yaitu dengan lembar skala yang diberikan secara langsung dan melalui lembar skala yang dapat di akses secara daring. Instrument dalam penelitian ini menggunakan skala likert yang tersusun dari empat pilihan jawaban. Alat ukur yang digunakan dalam penelitian ini adalah Academic Dishonesty Scale (ADS) milik Bashir & Bala (2018) yang memiliki 23 aitem. Teknik analisis data dalam penelitian ini menggunakan uji normalitas, uji kategorisasi, dan uji beda. Hasil dalam penelitian ini menunjukan academic dishonesty pada mahasiswa di Karawang tergolong rendah. Berdasarkan jenis kelamin ditemukan bahwa tidak ada perbedaan antara laki-laki dan perempuan. Lebih lanjut pada rentang usia tidak ditemukan perbedaan antara rentang usia antara 18-21, 22-25 dan 26-48 tahun. Sedangkan berdasarkan pendidikan tidak memiliki perbedaan academic dishonesty yang dilakukan di perguruan tinggi dan pada semester tidakditemukan perbedaan academic dishonesty yang dilakukan mahasiswa di setiap semesternya.

Satisfaction with the quality of distance education at a medical university during quarantine measures

Problem statement . During the COVID-19 pandemic, basic medical education, traditionally strictly full-time, has been remote for a full academic year. This required significant changes in the structure of approaches to learning, which led to certain features in its quality and personal perception by the subjects of the educational process. The purpose of the study is to develop an approach to improving distance medical education based on data on the satisfaction of the subjects of the educational process. Methodology. Data from the Medical University Semey (MUS) and the Shakarim University Semey (USh) was analysed. The respondents were 450 students of the 4-6th courses of the MUS and 385 students of the 4-5th courses of the USh. A survey was carried out on 98 members of the teaching staff (TS) of the MUS and 105 members of the USh who participated in distance learning programs for the 2020-2021 academic year. Results. MUS students noted the insufficient activity of the teaching staff, the shortcomings of the existing methodological support, and problems of communication on the part of the student prevailed. In USh, the key problems were the lack of communications and equipment, insufficient activity and readiness of the teaching staff. In the opinion of the teachers of both universities, there was insufficient activity of students. The dishonesty of students was also noted. More significant in the medical school was the lack of training of teachers for the implementation of distance learning. Conclusion. Satisfaction of students and teachers with distance learning during COVID-19 remained high, but had problems related to both material and human resources.

Investigating academic dishonesty among business school students using fraud triangle theory and role of technology

The propensity to cheat is intrinsic to every kind of education or training that requires effort and commitment. Academic dishonesty is a significant issue among secondary and postsecondary students worldwide. The majority of students have been involved in at least one kind of academic dishonesty in the preceding academic year. The fraud triangle was studied to explain student dishonesty. The present research evaluates how much the fraud triangle theory adds to business school students’ dishonesty. Technology as a mediator has also been studied. The research found that, despite their insight into the gravity of most cheating activities, students continued to actively participate in cheating.

PEMBENTUKAN KARAKTER KEJUJURAN KELAS V SDN 52 GEDONG TATAAN OLEH GURU PENDIDIKAN AGAMA ISLAM

ABSTRACTThe character of honesty, namely how the role of an Islamic Religious Education teacher is in forming the character of honesty in students, so that students at SDN 52 Gedong Tataan are formed there is an honesty in these students. For a teacher to direct and foster students to be able to grow and develop. Of the many problems that occur in the world of education, namely dishonesty committed by students, namely lying, making up blind words, cheating, and not admitting mistakes,This study uses a qualitative approach, with data collection techniques such as observation, interviews, and documentation in inductive qualitative research. In this research, the objects are school principals, Islamic religious education teachers, and students.The results of the study showed that dishonesty at SDN 52 Gedong Tataan, Pesawaran Regency, Lampung Province, namely telling lies, not admitting mistakes, making up things and cheating. In preventing student dishonesty, the role of the PAI teacher in shaping the character of honesty in grade V students at SDN 52 Gedong Tataan, Pesawaran Regency, is as follows: giving advice, setting an example, being given punishment and reward.It can be concluded that the role of the Islamic Religious Education teacher in shaping the character of the honesty of fifth grade students at SDN 52 Gedong Tataan is to provide advice, lead by example, punish, and reward. In forming the honest character of students, the role of the PAI teacher must work together with several parties, including the principal, homeroom teacher, student guardians and the surrounding environment or community from adults to peers.

Fenomena Perilaku Moral Siswa Selama Daring di SMA Negeri 2 Solok Selatan

This article aims to elucidate the various forms of student moral behavior observed during online learning, as well as to identify the underlying factors influencing such behavior both in the context of online learning and during the transition back to traditional classroom settings. The study explores diverse manifestations of student moral conduct, encompassing levels of honesty, discipline, and politeness. Employing a qualitative research design with a descriptive approach, data was collected at SMA N 2 Solok Selatan using purposive sampling for informant selection. The data gathering techniques encompassed interviews, documentation studies, and post-observation analysis. To ensure data validity, triangulation of sources was performed, and data was subsequently analyzed through collection, reduction, presentation, and conclusion stages. Findings revealed instances of student dishonesty during online learning, including plagiarism in friend's assignments, copying answers from the internet, and deceptive behavior towards parents. Additionally, students exhibited reduced politeness in their communication with teachers. The research also highlighted influential factors contributing to student moral behavior, attributing challenges in adjusting to the online learning system to both parents and teachers. The impact of this adaptation was observed in students' moral conduct during the transition back to conventional learning, manifesting as difficulty in completing assignments and a lack of self-confidence in offline learning settings.

Developing and Testing HOTS-Based Evaluation Packages for Metabolism with Science Literacy Skills Aspects

The purpose of learning evaluation is to measure students' higher-order thinking skills (HOTS) and science literacy skills. However, many challenges hinder this process, such as low-level questions, lack of question variety, student dishonesty, and poor reading comprehension and understanding of questions. These factors reduce students' reasoning abilities and learning outcomes. Therefore, this study aims to develop and test the feasibility of an evaluation package that emphasizes HOTS and science literacy skills in the topic of metabolism. Metabolism is a difficult topic for students because it covers a wide range of complex and abstract concepts. This study used the Research and Development (R&D) method with the ADDIE model, which was limited to the Development stage. The research stages consisted of needs analysis, design and development, as well as product validation and revision. Data collection was done through interviews and validation questionnaires and analyzed using quantitative and qualitative data. The results of this study were two packages of HOTS questions (A and B) with aspects of science literacy skills, each containing 20 questions with 100% HOTS proportion and five different question formats. The questions were printed on A4 paper and intended to be used as daily test assessments. The results of the validation showed that both packages were "very feasible" with a percentage of 91.6% (Package A) and 92% (Package B). Therefore, the evaluation package developed was suitable for limited testing after revision.

English Teachers’ Approaches to E-teaching during the Second Term of Emergency Remote Teaching

Emergency Remote Teaching (ERT) has disrupted teaching situations around the world. In Mexico, the first term taught with ERT was characterized by an abrupt transition that caught many institutions and teachers unprepared. The second term of ERT was a more planned process where training was provided to teachers; nevertheless, little is known about how English teachers approached online teaching in response to a shifting, complex teaching situation. This phenomenographic study aimed at characterizing the approaches to e-teaching of a group of sixteen Mexican ELT and English as a Foreign Language (EFL) faculty members in connection with their perceptions of the teaching situation. Interviews, discovery-based coding, and theme analysis were used. The findings show that many teachers adhered to less sophisticated approaches, in part due to negative perceptions of the teaching situation. A minority held complex, collaboration-focused approaches to e-teaching. However, some teachers with negative views implemented sophisticated approaches, while some who held complex views could not implement them due to constraints in the teaching situation and their personal lives. The digital gap and student dishonesty and disengagement were among the negative elements of the teaching situation that had an impact on teachers’ approaches. These findings suggest that teachers need more training in collaborative, knowledge-building approaches and governments need to do more to address the digital gap.

The state of self-regulated learning and academic dishonesty of undergraduate students during online learning

The purpose of this study was to determine the condition of academic problems in the form of self-regulated learning and academic dishonesty in students during online learning and to examine the effect of self-regulated learning on academic dishonesty. This type of research is a correlational of quantitative approach. The study was conducted on 410 students in Special Region of Yogyakarta using online self-regulated learning scale and academic dishonesty scale. The results of this study indicate that student’s self-regulated learning is mostly in the medium category with percentage of 52%. The aspect of self-regulated learning that has the highest average score is environment structuring, while the lowest aspect is time management. For academic dishonesty, most students are in the moderate category with percentage of 45.6%. this study also shows the Fcount value of 24.471, a significance value of 0.00, and the regression equation Y=23,816-0.090 which means that self-regulated learning has a negative effect on academic dishonesty. Self-regulated learning contributes 5.7% to academic dishonesty while 94.3% is influenced by other factors.

The Mediating Role of Parental Non-involvement to Goals of Progress With Academic Dishonesty in Students

Objective: This study aims to investigate the mediating role of parental non-involvement in relation to goals of progress with academic dishonesty in students. Methods: This is a correlational study in which the relationships between the variables of the proposed model were investigated using the structural equation modeling method. The statistical population included all female high school students in Semnan City, in the academic year 2020. Using the convenience sampling method, 350 people were selected as the sample. The academic dishonesty questionnaire, goals of progress questionnaire, and family non-involvement questionnaire were used as measurement tools. Correlation coefficients (using the SPSS software) and structural equation modeling analysis (using AMOS statistical software) were employed to investigate the variables of the academic dishonesty prediction model. Results: The findings indicated that the data fit the model, and the results showed that goals of progress had a direct effect on academic dishonesty and family non-involvement. In addition, family non-involvement had a direct effect on academic dishonesty. Finally, goals of progress through the mediating variable had an indirect effect on academic dishonesty. Conclusion: To increase students’ academic honesty, a set of internal, external, individual, and family factors of students should be considered.

Braving the Waves: Issues and Coping of College Teachers in the Online Pedagogy

The global experiences of the pandemic situation have introduced an unnecessary shift in the teaching-learning process setup among the different departments, curriculum developers, teachers, instructors, professors, students, pupils, and parents to adjust to the emerging needs that an online class format requires. This research aims to describe the experiences of the College teachers of Notre Dame of Marbel University in the online pedagogy. This is descriptive qualitative research using the in-depth interview as a data gathering method. Thematic analysis was conducted to get the emerging themes based on the narratives and sharing of the participants. The challenges of the teachers in the technical aspects are unupdated devices, problems with the main sources of technology, unfamiliarity with applications, and technological gaps; their challenges are difficulty in social interaction, not being technologically inclined, dishonesty of students, time management; emotional challenges are pressure and fear, mental exhaustion, dishonesty, slow internet connection. The coping mechanisms of the language teachers involve keeping one’s circle close, doing things they love, social media, acceptance, practice, and collaborative learning. Along with these are the goals of the teachers for their students, which are honesty, knowledge, and to inspire.

A Phenomenographic Study on University English Teachers’ Perceptions of Online Classes during the COVID-19 Pandemic: A Focus on Iran

With the abrupt emergence and dissemination of the COVID-19 pandemic, all dimensions of life have been immensely affected across the globe. Concerning education, face-to-face classes have been replaced by online classes. This quick transformation may have brought about both advantages and disadvantages for education stakeholders and, accordingly, call for empirical studies to shed light on them. Hence, the present study aimed at demonstrating the advantages and disadvantages of online classes from the Iranian university English teachers’ (n = 16) perceptions. To this aim, a phenomenographic approach was used to analyze the participants’ perceptions gained through a reflective written statement. Findings yielded five advantages, including flexibility, self-directiveness, cost-effectiveness, improvement of professional competence, and increased motivation, as well as four disadvantages, namely, additional workload, technical and institution barriers, absence of face-to-face interactions, and student dishonesty. Finally, the study ends with proposing some implications for different stakeholders.

Academic integrity of university students during emergency remote online assessment: An exploration of student voices

Background: This article examines the phenomenon of academic integrity during the coronavirus disease 2019 (COVID-19) pandemic, with particular reference to emergency online assessments in 2020.Aim: It explores academic dishonesty, cheating and plagiarism of university students during emergency remote online assessment, from the perspective of South African students.Setting and Methodology: The authors explore the approaches of different universities worldwide, as well as the extant literature on the topic. An examination of the current literature related explicitly to the COVID-19 online assessments reveals a dearth of engagement by researchers in the South African context. In order to address this lacuna, the authors rely on data generated from an institutional forum on academic dishonesty at a University in South Africa. It focuses specifically on the voices of students presented during the forum, which explained both why students are dishonest and ways to curb dishonesty.Results and Conclusion: The data generated show whilst some students were dishonest due to pandemic-related issues (like lack of monitoring), there are also other reasons, such as lack of time management, feeling overwhelmed and stressed and struggling with technology that contributes to student dishonesty. Students suggest that assessments be approached differently online to curb academic dishonesty. The paper concludes by providing some fundamental changes needed to address academic dishonesty.

GET CAUGHT IT OUT: The Awareness of Plagiarism among International Postgraduate Students while Studying Buddhist Studies in Sri Lanka

Plagiarism is believed as a behavioral problem of students in the field of academia and one of a centered question to both faculty and administration in universities and higher education institutions. Plagiarism directly influences the academic reputation of a higher education institution and equitable academic credit for their students. In recent years, several initiatives have been taken to control the reasons for involving academic dishonesty of students by the university authorities worldwide. Awareness of students in plagiarism is the foremost fact with regard to prevention. This study is conducted to determine the awareness about plagiarism of international students while they are studying in Sri Lanka. International students studying in the Post Graduate Institute of Pali & Buddhist Studies (PGIPBS), University of Kelaniya were selected as research pillars. PGIPBS is a leading institute for Buddhist Studies and a great number of international students are pursuing higher degrees annually and most of them are coming from Asian countries. The methodology adopted for the study is survey design and a self - administrated questionnaire was used to obtain data from Sixty-four (64) international students. Result shows that international research students are extremely immature regarding plagiarism and even thirty-five percent (35%) of them could not understand the meaning of the term „plagiarism‟. The result of the study indicates that plagiarism found in a thesis is responsible only for the student itself, but both supervisor of that particular thesis and student are responsible. All respondents agreed that they need to acquire comprehensive knowledge on plagiarism and they like to participate when the PGIPBS commence an awareness session for plagiarism. The present study is to be one of the first studies that examine the awareness of plagiarism of international students studying in Sri Lanka.

Cultural and psychological variables predicting academic dishonesty: a cross-sectional study in nine countries

ABSTRACT Academic dishonesty has serious consequences for human lives, social values, and economy. The main aim of the study was to explore a model of relations between personal and cultural variables and academic dishonesty. The participants in the study were N = 2,586 individuals from nine countries (Pakistan, Israel, Italy, India, the USA, Peru, Romania, Ghana, and Poland). The authors administered the Academic Dishonesty Scale to measure academic dishonesty, the Kessler Psychological Distress Scale to measure distress, the Almost Perfect Scale – Revised to measure perfectionism, the Brief Self-Control Scale to measure self-control, and the Singelis Scale to measure independent self-construal. The results showed that the theoretical model was well fitted to the dataset in six countries: Pakistan, the United States, Romania, Ghana, Israel, and Poland. However, it was not well fitted in Italy, India, and Peru. Our results also showed that perfectionism significantly predicted academic dishonesty, but not in all countries. Self-control significantly predicted cheating, falsification, and plagiarism in the USA. Moreover, we found that distress was related to cheating o0nly in Ghana. Finally, independent self-construal predicted academic dishonesty. Our findings provide a cross-cultural contribution to the debate on academic dishonesty by highlighting its significant predictors and may inform interventions aimed at eliminating it. Our results can be used in preventing and curbing academic dishonesty. Knowledge on cross-cultural differences can be useful in international education for example, as an indicator accepting or relaxing attitude toward academic dishonesty in students from different countries.

The prediction of academic dishonesty based on academic engagement, achievement goals and implicit beliefs of intelligence in during pandemic Coronavirus

The purpose of this study was to prediction of academic dishonesty based on academic engagement, achievement goals and implicit beliefs of intelligence in during pandemic Coronavirus (Covid-19). The descriptive- correlation method was used. The statistical population consists of all female students high schools Tehran city in year academic 2019-2020. In this study, according to convenience sampling method, 200 female students by formula Plant of Tabachnick & Fidell (2007) were selected as samples and they were asked to fill in the academic dishonesty scale (ADS) of Witherspoon, Maldonado & Lacey (2010), schoolwork engagement inventory (SEI) of Salmela-Aro & Upadaya (2012), achievement goal questionnaire–revised (AGQ-R) of Elliot & Murayama (2008) and implicit theory of intelligence scale (ITIS) of Abd-El-Fattah & Yates (2006). The data were analyzed by tests of Pearson correlation and multivariate regression. Findings showed that there was significant correlation between academic engagement, achievement goals and implicit beliefs of intelligence with academic dishonesty (p < 0/01). Regression analyses also revealed that %64/3 of variance of academic dishonesty infidelity was explained by academic engagement, achievement goals and implicit beliefs of intelligence. This study confirmed the significant contribution of academic engagement, achievement goals and implicit beliefs of intelligence on academic dishonesty in students.

Introduction of Academic Honesty as a Necessary Prerequisite and an Important Component of Quality Education for Future Economists

The article deals with: academic honesty as an important component of higher education as a social institution; legislative changes aimed at promoting academic integrity in higher education institutions of Ukraine; the most successful European practices in combating and preventing academic misconduct, and with measures undertaken internationally by the Ukrainian academic community to address this important issue. Additionally, the overview of all-Ukrainian statistics on academic dishonesty of students and results of a survey on this problem of freshmen of economic specialties of Donetsk National University of Economics and Trade named after Mykhailo Tugan-Baranovsky are provided; the ways of introduction of academic honesty in the life of the university and development of academic culture are presented; interesting academic materials on the outlined problem for work in training future economists the course of «Academіс Writing» are offered. The authors apply the following scientific methods: theoretical – analysis and synthesis, analogy and thought experiment; practical – analysis of scientific literature on the basis of which conclusions are grounded. The main scientific results are obtained through the use of a marketing research method, including a survey, analysis of the data obtained in order to find out the most acute causes of academic fraud, violations of academic culture and honesty of economic specialities students’ integrity. The authors prove that in order to overcome academic dishonesty, it is necessary to address the human dignity of each student, in addition to the formation of appropriate competencies and skills.

IS ACADEMIC DISHONESTY RELATED TO ACADEMIC PROCRASTINATION IN STUDENT COLLEGE?

This study aims to determine the effect of academic procrastination on academic dishonesty in teaching and education faculties students in Indonesia. Respondents in this study were 260 students (N=260). The data collection method used the procrastination assessment scales-student (α = 0.88) and dishonesty academic scale (α = 0.93). Data analysis in this quantitative study uses Simple Linear Regression. The results of the analysis show that academic dishonesty affects student procrastination. F value = 53.078 with a significant level of 0.000 &lt;0.05, it can be said that H0 is rejected and Ha is accepted, so that it can be said that H0 is rejected and Ha is accepted. From the output of Rsquare = 0.175, this value means that the effect of academic procrastination (x) on academic dishonesty (y) is 17.5%. In comparison, 82.5% of academic dishonesty is influenced by other variables that do not positively impact increasing academic procrastination carried out by a student. It will affect the increase in academic dishonesty in the student. So it can be said that there is a positive and significant influence between academic procrastination and academic dishonesty on students of the faculty of teaching and educational sciences at University X Purwokerto.

Pengajar Kredibel dan Mahasiswa Jujur: Literasi Ekonomi Tinggi?

Many students see that cheating during an exam is the most effective way to improve academic grades. Many of them do that because they think teaching the lecturer is less credible. This study aims to determine whether the credibility of lecturers and student dishonesty can affect the level of economic literacy of students. The number of respondents in this study amounted to 77 students and analyzed using a quantitative approach. The results showed that the higher the credibility of lecturers, the lower the academic cheating. The more credible the lecturer, the higher the economic literacy of students. However, it turns out that student academic cheating does not determine the level of economic literacy of students. The exciting thing from the results of this study is that the ability of lecturers to answer questions turns out to determine students' perceptions about the credibility of their lecturers. Still, when students call lecturers more credible, it makes students commit fraud.

Академическое мошенничество студентов: обзор теоретических концепций и мер предотвращения

This study presents a comprehensive analysis and classification of existing theoretical approaches for conceptualization of academic dishonesty that has helped to understand the reasons and socio-psychological mechanisms for dishonest behaviour. This paper also considers practical methods of how to combat student dishonesty that were proposed based on the results of empirical studies. According to the proposed methods, theories can be divided into two groups. The first group includes theories that provide preventing methods of student academic dishonesty for faculty members. The second group of theories provides ways for preventing academic cheating at the university level. Based on the systematization of theories, additional methods have been proposed to combat dishonest behavior, which can be useful for both teachers and researchers of academic dishonesty.