Self-reported academic performance and academic cheating

Exploring the role of the perceived classroom (in)justice mediators

Bibliographic Data

ID5265259
AuthorsClara Sabbagh (0000-0002-2730-240X, Department of Leadership and Policy in Education University of Haifa Israel), 太郎 真鍋, 圭子 山崎, 知義 市川, 英明 勝又
Year2021
Volume91
Issue4
Pages1517-1536
Publication date2021-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjep.12433
OpenAlexW34152001
LanguageEN
Citations received5
References cited84

BackgroundAs a point of departure, this study assumes that teaching to impart knowledge is inseparable from its moral role to create an ethical citizenry, such as developing standards of academic integrity.AimsThe study aims at delving into how different facets of the sense of (in)justice in the classroom may play a significant role in explaining cheating behaviour, in general, and among low-achieving students, in particular.Sample and MethodsThe study was conducted among 5,084 eighth and ninth graders Israeli students. CFA and a structural modelling equations method were used to examine the study's factorial constructs and model, respectively.ResultsFindings pointed to a good fit of the measurement model using SEM. In accordance with the mediating hypothesis, self-reported academic achievement was negatively related to self-reported academic cheating. Moreover, perceived 'school injustice' (procedural and distributive justice as estimates) played a mediating role in explaining the relation between academic performance and cheating behaviour. It is noteworthy, however, that the facet of the personality-like construct of justice sensitivity displayed inconsistent findings and no mediating effect when examined as a separate model.ConclusionsSelf-reported academic performance and academic cheating among middle school' students were explained more strongly by contextual justice-related factors, namely perceived teachers' distributional and procedural practices in the classroom, than by justice sensitivity, which is a personality factor. Thus, teachers' justice practices seem to be crucial for developing a predisposition to academic honesty

Political science · Academic integrity and plagiarism · Education, Achievement, and Giftedness

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