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VIETNAM GENERAL CONFEDERATION OF LABOUR TON DUC THANG UNIVERSITY FACULTY OF FOREIGN LANGUAGES - THE PERCEPTION OF ACADEMIC DISHONESTY AMONG TDTU STUDENTS No Fullname Student’s code Hồ Chí Minh, month year 0 TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1.1 Statement of the problem .1 1.2 Purposes of the study 1.3 Research questions .2 CHAPTER 2: LITERATURE REVIEW 2.1 Definition of Key Terms .3 2.1.1 Academic dishonesty 2.1.2 Types of academic dishonesty 2.1.2.1 Cheating 2.1.2.2 Plagiarism 2.1.3 Academic self-confidence 2.2 Subtitles 10 2.2.1 Previous Studies on Students’ Perceptions of Academic Dishonesty .10 2.2.2 The Correlation between Academic Dishonesty and Academic Selfconfidence 13 CHAPTER 3: METHODOLOGY .15 3.1 Participants 15 3.2 Instruments 15 REFERENCES 17 APPENDICES 22 0 THE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEP TION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS THE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTST HE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS CHAPTER 1: INTRODUCTION 1.1 Statement of the problem Academic dishonesty has been widely seen as a threat to the quality of education in many countries Usually, the quality of education is determined by academic achievement - scores, grades, and marks However, with the existence of academic dishonesty, the value of academic achievement is significantly lowered Thus, the quality of education will be questioned Even though many students are well-aware that academic dishonesty is unacceptable behavior, they still commit dishonesty in exams In the United States, a survey of 70,000 high school students from McCabe in 2019 illustrated that the percentage of students admitted to cheating on a test is 64% and 95 percent of students said they participated in some form of academic dishonesty, whether it was on a test, plagiarism or copying homework In Africa, a study conducted by Martin Saana et al (2016) demonstrated that approximately 92 percent of students at an African institution were aware of the institution's rules concerning academic dishonesty; despite this, roughly 40 percent of students had witnessed their peers cheating and almost 94% had never reported these incidents, inferring that they were tolerating the act of academic dishonesty In Vietnam, a well-known case of academic dishonesty in 2018 in which almost 347 students from Ha Giang, Son La, 0 THE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEP TION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS THE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTST HE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS and Hoa Binh got their National high school exam scores dramatically increased due to academic dishonesty raises a question on a solution for academic dishonesty in the nation Based on the above-mentioned examples, it is fair to say that eliminating dishonest behavior in school is a difficult task However, researchers have shown that the key to controlling the frequency of academic dishonesty is knowing how students perceive academic dishonesty Therefore, it is ideal to inspect students' perceptions of academic dishonesty 1.2 Purposes of the study In this study, three main goals need to be fulfilled The first purpose is to identify what is considered academic dishonesty from students’ perspectives The next one is to examine the correlation between academic self-confidence and academic dishonesty and finally, to inspect what are the major factors that contribute to academic dishonesty 1.3 Research questions What are the main factors that contribute to academic dishonesty? What is considered academic dishonesty in the eyes of students? How students perceive academic self-confidence as an influence on academic dishonesty? 0 THE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEP TION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS THE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTST HE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS CHAPTER 2: LITERATURE REVIEW 2.1 Definition of Key Terms 2.1.1 Academic dishonesty There are a lot of opinions about what constitutes academic dishonesty and how it is defined William L.Kibler (1993) defined academic dishonesty in his view as “forms of cheating and plagiarism that involve students giving or receiving unauthorized assistance in an academic exercise or receiving credit for work that is not their own.” In another research conducted in 2014 by Hosny and Fatima, the definition of academic dishonesty is explained as follows: “Academic dishonesty can be defined as the students’ use of illegal activities, techniques and forms of fraud during their examination or evaluation processes, usually for the purpose of achieving better grades.” Moreover, the University of Edinburgh (2016) gives the definition of academic dishonesty as “any type of cheating that occurs in relation to a formal exercise” Thus, acts of paraphrasing, a lack of or no citation of submitted academic work, deception in or falsification of data collecting, test cheating, and deception by conspiring with financially rewarding a third party to assemble a written piece of work are examples of this More specific examples of academic dishonesty will be profoundly covered in the next section 0 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THE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTST HE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS In addition, the ambiguity of the concept has confused some students concerning the acceptability of certain types of academic activities and actions that are vaguely classified as cheating while giving other students justifications for engaging in undefined activity (Uhlig & Howes, 1967) Bowers (1964) discovered that students did not grasp that paraphrasing the text without citing the source was deemed cheating For example, many students participate in academic dishonesty, according to Montor, K (1971), since they have never understood why their activity is improper In conclusion, inferring from these above definitions, the overall definition of academic dishonesty can be characterized as students participating in unlawful actions, tactics, and types of fraud during the test or assessment process, generally in order to improve their marks 2.1.2 Types of academic dishonesty Academic dishonesty may manifest itself in a variety of ways According to Whitley and Keith-Spiegel (2002); Pavela (1978); Stern and Havelick (1986), academic dishonesty is classified as follows: first cheating by utilizing any examrelated resources; second plagiarism from other students' work Third fabrication or falsification of information, references, or results; and fourth sabotage the works of other participants Out of the four types of academic dishonesty, fabrication and falsification are not that prevalent because they require more effort to change any 0 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successfully, involvement in sports, fraternity/sorority participation The paper also mentions the honor codes of schools and how they affect their students’ probability of admitting cheating, when compared to students at non-honor code colleges, students at institutions with well-publicized honor codes are less likely to admit to cheating Another survey was done by Abdelfatah et al (2010) at an American University in the Middle East focusing on engineering students’ perception of academic dishonesty An 11 questions survey was conducted, asking about cheating, plagiarism, copyright policy, academic dishonesty misconduct The 0 results of the study reveal interesting findings More than one-third of those who 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code When it comes to the perception of students, there were differences in gender, as female students perceived more frequent cheating than their male colleagues Furthermore, around 10% of female students, compared to approximately 30% of male students, find no association between morality and academic integrity The primary reason students cheat is that they don't have enough time to complete the job without obtaining unapproved assistance, and they consider cheating as a sort of collaborative effort Students indicated that having 0 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instances of academic dishonesty Sajid Nazir et al (2010) did an investigation about students’ perspectives on academic dishonesty, the study was conducted on graduate and undergraduate students in Pakistani 958 students at graduate and undergraduate levels participated in this research, the instrument was a well-constructed questionnaire It has been revealed that students engage in academic dishonesty more frequently when they perceive the consequences that are less severe Furthermore, they proposed lesser or no punishment for the same misconduct that is seen as less serious The findings have significant implications for academics in developing morals and ethics in students so that institutions may deliver ethically nurtured professionals to the corporate sector 2.2.2 The Correlation between Academic Dishonesty and Academic Selfconfidence There has been much research about the relationship between academic dishonesty and academic self-confidence Among those studies, the general 0 discussion is that low academic self-confidence is one of the major factors which t ib t t d i di h t A di t t t d f THE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEP TION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS contributes to academic dishonesty According to a recent study from THE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTST HE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS Khodabakhshzadehs and Shoahosseini (2021), “attitudes towards cheating 0 negatively correlate with academic self-confidence and ability as measured by 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THE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTSTHE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTST HE.PERCEPTION.OF.ACADEMIC.DISHONESTY.AMONG.TDTU.STUDENTS students’ GPA” (p.1), indicating that low self-confidence is the source of the increasing frequency and tolerance of academic dishonesty in some students Similarly, Enweh et al (2021) also claimed that “Considering the extent of students' belief, trust and expectation that they can execute their academic tasks by themselves could be an important target in enhancing ethical behaviors among students.” Referring that enhancing students’ self-confidence might be the key to controlling or reducing academic dishonesty Another example, a survey from Rinn and Boazman (2014) conducted on honors and non-honors students demonstrated that there is a relationship between self-confidence and academic dishonesty The survey also hinted that “Future research should examine other factors that influence academic self-concept among high ability college students in order to more clearly recognize trends regarding 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 Additionally, studies also pointed out that high self-confidence can enhance students’ academic performance; thus lowering the chance of academic dishonesty occurring Marsh and Craven (1997) and Emmanuel et al (2014) are some proponents of the belief that there is a long-term and significant connection 0 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closely linked to self-confidence It is fair to infer that self-concept plays a vital part in strengthening students’ academic performance and achievement A student with high academic achievement and high self-confidence will be less likely to perform unethical behaviors in class (Khodabakhshzadehs and Shoahosseini, 2021, p.7) 0 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