ویژگی های روان سنجی نسخه بسط یافته مقیاس سنتی بی صداقتی تحصیلی: معرفی یک مقیاس در دانشجویان ایرانی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف این پژوهش بررسی ویژگی های روان سنجی نسخه بسط یافته مقیاس سنتی بی صداقتی تحصیلی بود. پاسخ دهندگان پژوهش 874 دانشجو (265 مرد، 598 زن و 11 نفر از شرکت کنندگان جنسیت شان را اعلام نکردند) دوره کارشناسی دانشگاه شیراز در سال تحصیلی402-1401 بودند. این پژوهش به لحاظ هدف از نوع کاربردی، از دسته پژوهش های روانسنجی و در زمره تحقیقات توصیفی بود که در قالب روان سنجی برای ابزار استاندارد بی صداقتی تحصیلی انجام شد. مقیاس های پژوهش عبارت از هنجار ذهنی برای بی صداقتی تحصیلی، کنترل رفتاری ادراک شده برای بی صداقتی تحصیلی، نگرشِ بی صداقتی تحصیلی، قصدِ بی صداقتی تحصیلی، توجیهِ بی صداقتی تحصیلی، تعهد اخلاقی به صداقت تحصیلی و رفتارهای بی صداقتی تحصیلی بودند. داده ها با استفاده از نرم افزارهای SPSS-25و Smart PLS-3 تحلیل شدند. برای تعیین روایی از روایی همگرا و روایی واگرا استفاده شد. در این خصوص، بررسی معیار بارهای عاملی، معیار فورنل-لارکر و نسبت خصیصه متفاوت به مشابه نشان داد این ابزار روایی همگرا و واگرای مطلوبی دارد. برای تعیین پایایی از روش های آلفای کرونباخ، پایایی مرکب و شاخص rho_A استفاده شد. نتایج هر سه شاخص مذکور نشان داد عامل های این ابزار (تقلب در تکلیف و تقلب در امتحان) پایایی مطلوبی دارند. در مجموع، نتایج نشان داد که این مقیاس از روایی و پایایی بسیار خوبی در همه شاخص های مورد نظر برخوردار بود و کارایی لازم را برای اندازه گیری این رفتار داشت. بررسی مادّه های این مقیاس نشان می دهد برنامه درسی نقش مهمی در بی صداقتی تحصیلی دارد. نتایج بر مبنای شواهد پژوهشی و نظری مورد بحث قرار گرفته است.Psychometric Properties of the Expanded Version of the Traditional Scale of Academic Dishonesty: Introducing a Scale in Iranian Students
Introduction: From the past until now, one of the concerns of most educational systems has been maintaining the integrity of ethics and ethical behaviors in educational environments. Despite the accomplishments in improving the moral behavior of students, the statistics show that not all educational systems are very effective in dealing with cheating, which is considered one of the most significant unethical behaviors. Academic dishonesty has many adverse personal and social consequences, such as negative effects on interpersonal relationships between cheaters, their professor, and their classmates. Academic dishonesty includes two dimensions: cheating on homework and cheating on exams. Homework cheating includes behaviors such as copying from books or internet resources and handing them in as one's homework, using books or internet resources to do homework without mentioning the source, and doing individual homework with the cooperation of others. Exam cheating includes behaviors such as using notes, illegal methods to obtain exam questions, different cheating tricks, and copying from other exam papers without permission from the teacher or professor. Not only conceptualizing and defining academic dishonesty but also operationalizing and measuring it in educational environments has been one of the challenges faced by researchers. These challenges are caused by the extensive and multifaceted nature of academic dishonesty. Extensive studies in the field of academic dishonesty show that a valid and reliable scale is needed to measure the different aspects of academic dishonesty and the tools that were used to measure academic dishonesty were designed before the coronavirus pandemic. With the spread of COVID-19 and the growth of e-learning, new methods of academic dishonesty were created, which were not taken into account in the mentioned tools. In the present study, two scales of academic dishonesty were integrated to obtain and validate a comprehensive tool for measuring the dimensions of academic dishonesty (homework cheating and exam cheating) based on traditional methods and new methods with the two factors.Research Questions: The current research aims to investigate the psychometric properties of the traditional scale of academic dishonesty by McCabe & Trevino (1996) using the new methods of academic dishonesty developed by Parks-Leduc et al. (2021). In this regard, this study seeks to answer the question that "Does the expanded version of the traditional scale of academic dishonesty have the appropriate validity and reliability to be used in the Iranian student population or not?"Methods: In terms of the objective, this study was of an applied type, from the category of psychometrics and descriptive method, which sought to investigate the psychometric characteristics of the academic dishonesty scale in the form of psychometric tools. The participants were 874 undergraduate students (265 men, 598 women, and 11 people who have not declared their gender, with an unknown gender) from Shiraz University in the academic year 2022-2023. The participants were selected by the convenience sampling method. In this way, first, the list of faculties of Shiraz University was prepared and then five faculties were randomly selected and the classrooms of the said faculties were used to complete the questionnaires. Due to the large number of items in the questionnaires and to increase the accuracy of their answers, the alternating rotation method was used in four ways. The average and standard deviation of the age of the research participants were 20.66 and 1.77 years, respectively. The scales were used included the Subjective Norm for Academic Dishonesty, Perceived Behavioral Control for Academic Dishonesty, Attitude of Academic Dishonesty, Intention of Academic Dishonesty, Justification of Academic Dishonesty, Moral Obligation to Academic Honesty, and Behaviors of Academic Dishonesty. The scales used in this study are utilized for the first time in Iran. The translation of the materials of these scales was done by two English language experts who were also familiar with the studies of educational psychology. Then the translated version was checked by the researchers to assure that the required revisions were carried out. This revision was aimed at making the material more understandable for the respondents and also more in line with the concept of academic dishonesty among Iranian students.Results: The data were analyzed using SPSS and Smart - PLS software. Convergent validity and discriminant validity were used to determine validity. In this regard, the examination of factor loadings criteria, Fornell-Larker criteria and the ratio of hetero trait-monotrait showed that this tool has favorable convergent and discriminant validity. The measured model showed that all factor loadings are greater than 0.40, which indicates the convergent validity of the items of each factor based on the criteria of factor loadings. Also, the convergent validity of this tool was investigated based on the classical index of correlation with other constructs, and the results showed that the dimensions of academic dishonesty have a strong correlation with the total score of academic dishonesty and a moderate correlation with other available variables. Also, the total score of academic dishonesty has a moderate correlation with other variables, which confirms the convergent validity of the dimensions and the total score of academic dishonesty with other variables. To check the discriminant validity of the dimensions and the total score of academic dishonesty with other variables, the Fornell-Larker criterion was used. The results showed that in all cases, the values of the diameter, which is the square root of the extracted average variance of each variable, is greater than the correlation of that variable with other variables. For this reason, the discriminant validity of the tools is confirmed. Also, to further assess discriminant validity, the criterion of the Heterotrait-Monotrait Ratio of Correlations (HTMT) was used. The results showed that the discriminant validity of the tools is confirmed based on the ratio of HTMT. The point to consider is that the value of this index for the two dimensions of homework cheating and exam cheating is less than 0.90 and it shows the difference between these two dimensions. Cronbach's alpha, composite reliability, and rho- A index were used to determine reliability. The results of all three indicators showed that the value of all three indicators for the factors of this tool (cheating on homework and cheating on the exam) is higher than 0.7. As a result, the reliability of this tool is confirmed. In summary, the results showed that the integrated scale of academic dishonesty had very good validity and reliability in all the desired indicators and had the necessary efficiency to measure this behavior and can be used as a useful tool for measuring academic dishonesty in Iranian students.Discussion and Conclusion: Overall findings of this study show that the scale measuring academic dishonesty behaviors demonstrates good validity and reliability, making it suitable for measuring this construct. This study validated the integrated scale of academic dishonesty for the first time in Iran, introducing comprehensive tools to measure and validate this construct, which paved the way for researchers and psychologists in this field. Also, considering the comprehensiveness of this scale to measure academic dishonesty, this scale can be used as a reference tool to check the psychometric properties of other scales related to this field. The results are discussed based on research and theoretical evidence. This combined tool helps to increase researchers' awareness of the extent of using each of the new methods of academic dishonesty. Examining these new methods helps to determine which type of cheating (assignments and exams) the new generation students tend to do the most, and what methods students use to deceive the professor and exam invigilators. This review is also a road map for teachers to present exams and academic assignments. Also, the results obtained from the study of new methods of academic dishonesty help educational institutions develop moral education programs that are appropriate for the dishonesty tendencies of the new generation of students.
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