Statement of the problem
Academic dishonesty poses a significant threat to educational quality across various countries The integrity of academic achievement—reflected in scores, grades, and marks—becomes compromised in the presence of dishonest practices, ultimately diminishing the true value of these accomplishments.
Thus, the quality of education will be questioned.
Despite a strong awareness of the unacceptability of academic dishonesty among students, cheating remains prevalent in educational settings A 2019 survey by McCabe revealed that 64% of 70,000 high school students in the United States admitted to cheating on tests, with 95% acknowledging some form of academic dishonesty, including plagiarism and homework copying Similarly, a study by Martin Saana et al (2016) found that while 92% of students in an African institution were aware of academic dishonesty rules, around 40% had witnessed cheating, and nearly 94% chose not to report it, indicating a culture of tolerance towards such behavior In Vietnam, a notorious incident in 2018 involved nearly 347 students from Ha Giang and Son La engaging in academic dishonesty, further highlighting the widespread issue across different regions.
The perception of academic dishonesty among TDTU students highlights significant concerns regarding integrity in educational settings Many students recognize the prevalence of cheating and plagiarism, which undermines the value of their degrees This awareness prompts discussions on the ethical implications of dishonest practices and encourages a culture of honesty and accountability Addressing these issues is crucial for fostering a positive academic environment and ensuring that students uphold high standards of integrity in their studies.
Academic dishonesty among TDTU students and the significant rise in National high school exam scores in Hoa Binh highlight a pressing issue that calls for effective solutions Eliminating dishonest behavior in educational institutions is challenging, yet research indicates that understanding students' perceptions of academic dishonesty is crucial for addressing the problem Consequently, it is essential to examine how students view academic dishonesty to develop effective strategies for mitigation.
Purposes of the study
This study aims to achieve three key objectives: first, to understand students' perspectives on what constitutes academic dishonesty; second, to explore the relationship between academic self-confidence and instances of academic dishonesty; and third, to identify the primary factors that contribute to such dishonest behaviors in an academic setting.
Research questions
What is considered academic dishonesty in the eyes of students?
How do students perceive academic self-confidence as an influence on academic dishonesty?
The perception of academic dishonesty among TDTU students is a significant concern that impacts the integrity of the educational environment Many students recognize the prevalence of cheating and plagiarism, which undermines their academic achievements and the value of their degrees Understanding the factors that contribute to these dishonest behaviors is crucial for developing effective strategies to promote academic integrity By fostering a culture of honesty and accountability, TDTU can enhance the overall educational experience and prepare students for ethical professional practices in the future Addressing the perceptions and attitudes towards academic dishonesty is essential for creating a more trustworthy academic community.
TION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS
CHAPTER 2: LITERATURE REVIEW
Definition of Key Terms
Academic dishonesty is widely debated and defined in various ways According to William L Kibler (1993), it involves forms of cheating and plagiarism where students receive unauthorized assistance or credit for work that is not their own In a 2014 study by Hosny and Fatima, it is characterized as the use of illegal activities and fraud during examinations to achieve better grades The University of Edinburgh (2016) defines it as any cheating related to formal academic exercises Examples include paraphrasing without citation, data falsification, test cheating, and hiring a third party to complete assignments More specific instances of academic dishonesty will be discussed in the following section.
The perception of academic dishonesty among TDTU students is a critical issue that impacts the integrity of the educational environment Many students recognize the seriousness of cheating and plagiarism, yet some still engage in dishonest practices due to pressure to succeed Understanding these perceptions can help educators develop effective strategies to combat academic dishonesty and promote a culture of integrity By fostering open discussions about ethics and the consequences of dishonesty, TDTU can encourage students to uphold academic standards and contribute positively to their academic community.
TION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS
The ambiguity surrounding academic dishonesty has led to confusion among students regarding what constitutes cheating, as some engage in questionable practices without understanding their implications (Uhlig & Howes, 1967) Research by Bowers (1964) revealed that many students are unaware that paraphrasing without citation is considered cheating Montor (1971) also noted that a lack of understanding about the wrongness of their actions contributes to widespread academic dishonesty Ultimately, academic dishonesty can be defined as students engaging in unethical behaviors and fraudulent tactics during assessments to enhance their grades.
Academic dishonesty can take various forms, including cheating through exam-related resources, plagiarism from peers, fabrication or falsification of information, and sabotage of others' work According to Whitley and Keith-Spiegel (2002), Pavela (1978), and Stern and Havelick (1986), the most common types of academic dishonesty are cheating and plagiarism, while fabrication and falsification are less prevalent due to the higher effort required to alter information.
The perception of academic dishonesty among TDTU students is a critical issue that impacts their academic integrity and the overall educational environment Many students recognize the seriousness of cheating and plagiarism, yet some may still engage in dishonest practices due to pressure to succeed Understanding these perceptions is essential for developing effective strategies to promote academic honesty and foster a culture of integrity within the university Addressing the root causes of academic dishonesty can help create a more honest and supportive academic community at TDTU.
Academic dishonesty among TDTU students manifests in various forms, with cheating and plagiarism being the most prevalent due to their accessibility In contrast, sabotaging, while ethically wrong, is a less common method of dishonesty in academic settings.
Bachore (2016) highlights that while both cheating and plagiarism are forms of academic dishonesty, their prevalence varies across educational levels Cheating is widespread at all academic stages, whereas plagiarism is particularly common in higher education institutions like universities and colleges This research will focus on these two prominent types of academic dishonesty: cheating and plagiarism.
Cheating is the most common form of academic dishonesty due to its simplicity According to the Definition of Academic Dishonesty (2017), cheating is defined as the unauthorized possession, communication, or use of information, materials, notes, study aids, or devices during an academic exercise, as well as any communication with others during that time.
The perception of academic dishonesty among TDTU students highlights significant concerns regarding integrity in education Many students recognize the prevalence of cheating and plagiarism, which undermines the value of their academic achievements This awareness prompts discussions about the ethical implications of dishonest practices and the need for a culture of honesty within the institution Furthermore, fostering a supportive environment that encourages academic integrity is essential for enhancing the overall educational experience at TDTU Addressing these issues effectively can lead to a more honest academic community and improve the reputation of the institution.
TION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS
According to Etter et al (2006), academic cheating encompasses various activities, including copying from peers, using unauthorized notes or electronic devices without teacher permission, and communicating through devices like cell phones to obtain illicit information Additionally, it involves taking exams for others or allowing someone to take an exam on your behalf, as well as soliciting inappropriate assistance for personal gain A study by Charlesworth et al (2006) identified three primary types of academic cheating: first, unauthorized copying or answering, where a student cheats without the original creator's knowledge; second, collusion between students to enhance their grades unethically, such as collaborating on multiple-choice tests; and third, rule-breaking behaviors, which include bringing unauthorized materials into exams or falsifying reference lists.
The perception of academic dishonesty among TDTU students is a critical issue that impacts the integrity of educational institutions Many students acknowledge the prevalence of cheating and plagiarism, often viewing it as a shortcut to success This perception can undermine the value of academic achievements and foster a culture of dishonesty Understanding these attitudes is essential for developing effective strategies to promote academic integrity and discourage dishonest behaviors within the university community Addressing the root causes of academic dishonesty can lead to a more ethical academic environment and enhance the overall educational experience for students at TDTU.
TION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS
Plagiarism poses a significant challenge for college students during essay writing and research, occurring both accidentally and intentionally According to Maurer et al (2006), common causes of plagiarism include a lack of understanding about proper referencing, quoting, and citation practices Students may unintentionally replicate previously published ideas or words, while some may intentionally appropriate others' work without attribution Additionally, self-plagiarism, where students reuse their own previously published content without proper citation, is another critical aspect of this issue Maurer's research highlights various methodologies students may employ to commit plagiarism.
Copy-paste, copying from the original source identical words by words.
Idea plagiarism, having similar ideas or opinions on concepts that are unusual knowledge
Paraphrasing, changing word order, using synonyms, changing the grammar of the original works
Artistic plagiarism, displaying someone else's work using various mediums such as text, photos, speech, or video
The perception of academic dishonesty among TDTU students is a significant concern, reflecting broader issues within educational integrity Many students recognize the detrimental effects of cheating on their personal development and the academic environment Awareness of academic dishonesty varies, with some students believing that it is prevalent among their peers, while others maintain a strong ethical stance Addressing these perceptions is crucial for fostering a culture of honesty and accountability in academic settings Promoting awareness and implementing strict policies can help reduce instances of dishonesty and encourage a more honest academic community at TDTU.
TION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS
Forgotten or expired links, the inclusion of quotes or reference marks but lack of information or up-to-date links to original sources
No proper use of quotation marks
Misinformation or references, adding references to original sources that are wrong or do not exist
Translated plagiarism, translating the contents of other’s works without giving references to the original sources.
To grasp the concept of academic self-confidence, it is essential to first define "self-confidence." Research, including studies by Stankov et al (2012), indicates that self-confidence refers to an individual's belief in their ability to complete tasks and achieve goals Those with high self-confidence are more likely to persist in their efforts, as they have a strong conviction in their capabilities Additionally, Sander et al (2006) highlight the close relationship between self-confidence and self-concept, suggesting that self-confidence is influenced by a person's beliefs and attitudes about themselves.
The perception of academic dishonesty among TDTU students highlights significant concerns regarding integrity and ethical behavior in academic settings Many students recognize the prevalence of cheating and plagiarism, indicating a need for stronger academic policies and educational programs This awareness not only affects individual academic performance but also impacts the overall reputation of the institution Addressing these perceptions is crucial for fostering a culture of honesty and accountability within the university community.
Subtitles
2.2.1 Previous Studies on Students’ Perceptions of Academic Dishonesty
Numerous studies have been conducted to explore students' perceptions of academic dishonesty, focusing on which behaviors are classified as such Research indicates that students have varying views on what constitutes academic dishonesty, highlighting the need for a clearer understanding of these perceptions.
The perception of academic dishonesty among TDTU students highlights significant concerns regarding integrity and ethical behavior in academic settings Many students recognize the prevalence of cheating and plagiarism, which undermines the value of their education This awareness prompts a call for stronger measures to promote academic honesty and foster a culture of integrity within the university Addressing these issues is crucial for maintaining the credibility of academic achievements and ensuring a fair learning environment for all students.
Academic dishonesty among TDTU students reflects a complex perspective, as highlighted by Nuss (1984), where both teachers and students identified specific dishonest behaviors, including paying someone to write a paper, collaborating with peers to exchange answers, and completing assignments for others In contrast, Sutton (1991) revealed a divided opinion among students regarding what constitutes cheating; while half acknowledged that collaborating on a homework project against instructor guidelines and failing to properly cite sources was dishonest, the other half did not view these actions as cheating.
Research indicates that many students do not fully understand what constitutes plagiarism and cheating In a study by Robert et al (2007), students reflected on their past behaviors and were later given a clear definition of cheating Surprisingly, many who initially denied cheating admitted to it after gaining a better understanding The findings suggest a significant lack of awareness among students regarding academic dishonesty, particularly among those with lower GPAs, who are often viewed as dishonest by their peers.
The perception of academic dishonesty among TDTU students is a significant concern that affects the integrity of the educational environment Many students acknowledge the prevalence of cheating and plagiarism, which undermines their academic achievements Understanding these perceptions is crucial for developing effective strategies to promote academic integrity and discourage dishonest practices By fostering a culture of honesty and accountability, TDTU can enhance the overall educational experience and ensure that students value their learning process Addressing the factors contributing to academic dishonesty is essential for maintaining the credibility of academic qualifications.
The likelihood of academic dishonesty among TDTU students is influenced by various factors such as alcohol consumption, witnessing successful cheating, participation in sports, and involvement in fraternities or sororities Additionally, the presence of honor codes at educational institutions plays a significant role in shaping students' willingness to admit to cheating, with those attending schools with well-publicized honor codes being less likely to confess to dishonest behaviors compared to their peers at non-honor code colleges.
A survey conducted by Abdelfatah et al (2010) at an American University in the Middle East examined engineering students' perceptions of academic dishonesty through 11 questions addressing cheating, plagiarism, and academic integrity The study revealed that over one-third of participants were unaware of the student academic integrity code Notably, female students perceived cheating to be more frequent than their male counterparts, with about 10% of females and 30% of males believing there is no link between morality and academic integrity The primary motivation for cheating among students was a lack of time to complete assignments without unauthorized help, and many viewed cheating as a form of collaboration.
The perception of academic dishonesty among TDTU students highlights significant concerns regarding integrity in academic settings Many students acknowledge the prevalence of cheating and plagiarism, which undermines the value of their education Factors influencing these perceptions include academic pressure, competition, and a lack of awareness about the consequences of dishonest behavior Addressing these issues is crucial for fostering a culture of honesty and accountability within the university Promoting ethical standards and providing education on academic integrity can help mitigate instances of dishonesty and enhance the overall learning environment at TDTU.
TION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS extra proctors during tests was one of the most effective approaches to reduce instances of academic dishonesty.
Sajid Nazir et al (2010) conducted a study examining students' perspectives on academic dishonesty among graduate and undergraduate students in Pakistan, involving a total of 958 participants The research utilized a well-constructed questionnaire as its primary instrument for data collection.
Research indicates that students are more likely to commit academic dishonesty when they believe the repercussions are minimal Additionally, they tend to advocate for lighter or no penalties for misconduct viewed as less serious These findings highlight the importance of fostering morals and ethics in students, enabling educational institutions to produce ethically responsible professionals for the corporate world.
2.2.2 The Correlation between Academic Dishonesty and Academic Self- confidence
Research indicates a significant link between academic dishonesty and academic self-confidence, with findings suggesting that low self-confidence is a key factor contributing to dishonest behaviors in academic settings A recent study highlights this correlation, emphasizing the importance of fostering self-confidence to mitigate instances of academic dishonesty.
Khodabakhshzadehs and Shoahosseini (2021), “attitudes towards cheating
The perception of academic dishonesty among TDTU students highlights significant concerns regarding integrity in education Many students acknowledge the prevalence of cheating and plagiarism, indicating a troubling trend that undermines academic standards This awareness prompts discussions on the importance of fostering a culture of honesty and accountability within the university Furthermore, students express a desire for more effective measures to combat academic dishonesty, including clearer guidelines and stricter enforcement of policies Overall, addressing these perceptions is crucial for maintaining the credibility of academic institutions and promoting ethical behavior among students.
A study on academic dishonesty among TDTU students reveals a negative correlation with academic self-confidence and performance, as indicated by their GPA This suggests that lower self-confidence may contribute to the rising instances and acceptance of dishonest behaviors in some students.
Enweh et al (2021) emphasized the importance of students' belief in their ability to complete academic tasks independently as a crucial factor in promoting ethical behavior This suggests that boosting self-confidence among students may effectively reduce instances of academic dishonesty Additionally, a survey by Rinn and Boazman (2014) found a connection between self-confidence levels and academic dishonesty among honors and non-honors students The authors recommended that future research should explore other factors influencing academic self-concept in high-ability college students to better understand the precursors to academic dishonesty.
(p.102) This further cemented the idea that the self-confidence of students is a major variable in the study about academic dishonesty
Research indicates that high self-confidence positively influences students' academic performance, reducing the likelihood of academic dishonesty Notable studies by Marsh and Craven (1997) and Emmanuel et al (2014) support the notion of a significant long-term relationship between self-confidence and academic integrity.
CHAPTER 3: METHODOLOGY
Participants
This study, conducted at Ton Duc Thang University (TDTU) in Ho Chi Minh City, Vietnam, focuses on English-majored sophomores and juniors from the Faculty of Foreign Languages (FFL) The research targets these students due to their experience at TDTU, which increases their likelihood of encountering academic dishonesty However, the study is limited to English-majored sophomores and juniors enrolled in the High-quality program A simple sampling method was employed to select 35 second-year and 35 third-year students for participation in the research.
Instruments
The research primarily utilized a questionnaire, which commenced with an introductory paragraph that outlined the survey's purpose and assured students of the confidentiality of their responses This was followed by a concise overview of the survey's structure and objectives.
The perception of academic dishonesty among TDTU students reveals significant concerns regarding integrity within the academic environment Many students recognize the prevalence of cheating and plagiarism, indicating a need for stronger ethical standards This awareness highlights the importance of fostering a culture of honesty and accountability in educational institutions Addressing these perceptions through effective policies and educational initiatives can help mitigate academic dishonesty and promote a more trustworthy academic community.
This article discusses the prevalence of academic dishonesty among TDTU students, providing clear definitions of key terms such as academic dishonesty and academic self-confidence The questionnaire designed for this study consists of four sections: the first assesses the frequency of academic dishonesty, the second investigates its potential causes, the third explores students' perceptions of academic dishonesty, and the final section analyzes the relationship between academic dishonesty and academic self-confidence Notably, typical background questions have been excluded from the questionnaire to maintain focus on these core areas of investigation.
The questionnaire is structured using a 5-point Likert scale ranging from strongly disagree to strongly agree, featuring five close-ended questions in each section to gather topic-specific information Notably, section 2 on the causes of academic dishonesty includes an additional open-ended question, enabling participants to express their thoughts freely To enhance the reliability and validity of the findings, the questionnaire is developed based on two original surveys by Alexander & Feutch and the University Kuala Lumpur (MFI).
The perception of academic dishonesty among TDTU students highlights significant concerns regarding integrity in education Many students acknowledge the prevalence of cheating and plagiarism, reflecting a growing awareness of the ethical implications of such actions Factors influencing this perception include academic pressure, competition, and the availability of resources that facilitate dishonest practices Addressing these issues is crucial for fostering a culture of honesty and accountability within the academic community Promoting awareness and implementing strict policies can help mitigate instances of academic dishonesty, ultimately enhancing the overall educational experience.
TION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS
Alias, M., Nurul, A., Hafiz, H M., & Hafir (2009) The relationship between academic self-confidence and cognitive performance among engineering students Proceedings of the Research in Engineering Education Symposium, 1–6.
Bachore, M M (2016) The Nature, Causes and Practices of Academic Dishonesty/ Cheating in Higher Education: The Case of Hawassa University.
Journal of Education and Practice, 15.
Bowers, W J (1964) Student Dishonesty and Its Control in College Amsterdam University Press.
Burrus, R T., McGoldrick, K., & Schuhmann, P W (2007) Self-Reports of Student Cheating: Does a Definition of Cheating Matter? The Journal of
Economic Education, 38(1), 3–16 https://doi.org/10.3200/jece.38.1.3-17
Achievement motivation, academic self-concept and academic achievement among high school students European Journal of Research and Reflection in Educational Sciences, 2(2).
Enweh, I I., Onyedibe, M C C., & Onu, D U (2021) Academic Confidence Mediates the Link Between Psychopathy and Academic Dishonesty Journal of Academic Ethics, 1–11 https://doi.org/10.1007/s10805-021-09426-0
The perception of academic dishonesty among TDTU students is a significant concern that affects the integrity of the educational environment Understanding students' attitudes towards cheating and plagiarism is essential for fostering a culture of honesty Surveys indicate that many students recognize the seriousness of academic dishonesty but may still engage in unethical practices due to various pressures Addressing these perceptions through education and awareness can help mitigate dishonest behaviors and promote academic integrity within the university community.
TION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS
Etter, S., Cramer, J J., & Finn, S (2006) Origins of Academic Dishonesty:Ethical Orientations and Personality Factors Associated with Attitudes aboutCheating with Information Technology Journal of Research on
Technology in Education, 39(2), 133–155 https://doi.org/10.1080/15391523.2006.10782477 Hosny, M., & Fatima, S (2014) Attitude of Students Towards Cheating and Plagiarism: University Case Study Journal of Applied Sciences, 14(8), 748–
757 https://doi.org/10.3923/jas.2014.748.757 Kamaruzaman, S (2015, December 2) Questionnaire Academic Dishonesty WQI
Academic Retrieved December 5, 2021, from https://www.academia.edu/19351014/Questionnaire_Academic_Dishonesty_
WQI Kibler, W L (1993) Academic Dishonesty NASPA Journal, 30(4), 253 https://doi.org/10.1080/00220973.1993.11072323 Komarraju, M., & Nadler, D (2013) Self-efficacy and academic achievement:
Why do implicit beliefs, goals, and effort regulation matter? Learning and
Individual Differences, 25, 67–72 https://doi.org/10.1016/j.lindif.2013.01.005
The perception of academic dishonesty among TDTU students highlights significant concerns regarding integrity in academic settings Many students acknowledge the prevalence of cheating and plagiarism, which undermines the value of their education Factors contributing to these perceptions include academic pressure, competition, and a lack of understanding of ethical standards Addressing these issues requires fostering a culture of honesty and providing clear guidelines on academic conduct Ultimately, promoting integrity in education is essential for maintaining the credibility of academic institutions and ensuring a fair learning environment for all students.
The likelihood of academic dishonesty among TDTU students is influenced by factors such as alcohol consumption, witnessing successful cheating, participation in sports, and involvement in fraternities or sororities Additionally, the presence of honor codes at educational institutions plays a significant role; students at schools with well-publicized honor codes are less likely to admit to cheating compared to their peers at non-honor code colleges.
Another survey was done by Abdelfatah et al (2010) at an American
The perception of academic dishonesty among TDTU students is a significant concern that impacts the integrity of the educational environment Understanding how students view cheating and plagiarism can help in developing effective strategies to promote academic honesty Surveys indicate that many students acknowledge the prevalence of dishonest practices, yet some may justify their actions under pressure to succeed Addressing these perceptions through awareness campaigns and educational programs is essential for fostering a culture of integrity within the institution Ultimately, enhancing student awareness about the consequences of academic dishonesty can lead to a more honest academic community at TDTU.
A study on academic dishonesty among TDTU students reveals notable gender differences in perceptions of cheating, with female students reporting a higher frequency of dishonest behavior than their male counterparts Approximately 10% of female students and around 30% of male students believe there is no link between morality and academic integrity The main reason cited for cheating is the lack of time to complete assignments without unauthorized help, with many students viewing cheating as a form of collaboration.
The perception of academic dishonesty among TDTU students highlights significant concerns regarding integrity in academic settings Many students recognize the prevalence of cheating and plagiarism, which undermines the value of their education Awareness of the consequences of academic dishonesty is crucial, as it affects not only individual reputations but also the overall academic environment Promoting a culture of honesty and integrity is essential for fostering trust and accountability within the university community Addressing these issues through education and policy can help mitigate instances of dishonesty and enhance the academic experience for all students.
TION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS extra proctors during tests was one of the most effective approaches to reduce instances of academic dishonesty.
A study by Sajid Nazir et al (2010) explored the perspectives of graduate and undergraduate students in Pakistan regarding academic dishonesty, involving a total of 958 participants The research utilized a well-constructed questionnaire to gather insights on students' views and experiences related to academic integrity.
Students are more likely to commit academic dishonesty when they believe the consequences are minimal They tend to advocate for lighter or no penalties for actions deemed less serious These findings highlight the importance of fostering morals and ethics in students, enabling educational institutions to produce ethically responsible professionals for the corporate world.
2.2.2 The Correlation between Academic Dishonesty and Academic Self- confidence
The perception of academic dishonesty among TDTU students reveals significant concerns regarding integrity in the academic environment Many students acknowledge the prevalence of cheating and plagiarism, indicating a need for stronger ethical standards Awareness of the consequences of academic dishonesty is crucial, as it affects both individual students and the institution's reputation Promoting a culture of honesty and accountability is essential to combat these issues and foster a positive learning atmosphere Addressing students' attitudes towards academic integrity can lead to more effective strategies for reducing dishonest behaviors in academic settings.
TION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS
The perception of academic dishonesty among TDTU students is a significant concern within the academic community Many students recognize the prevalence of cheating and plagiarism, which undermines the integrity of their education Awareness of academic dishonesty varies, with some students believing it to be a serious issue that requires immediate attention The consequences of such behavior not only affect individual academic records but also tarnish the reputation of the institution Promoting a culture of honesty and integrity is essential to foster a positive learning environment at TDTU Addressing these perceptions through educational initiatives can help reduce instances of academic dishonesty and encourage ethical behavior among students.