פרסומי הסגל – חינוך – הוראה ומחקר

עשת‭, ‬יובב

Predictors of Academic Dishonesty among Undergraduate Students in Online and Face-To-Face Courses

Unethical behaviors within the academic environment, academic dishonesty (AD), is a well-researched phenomenon. Various factors explain this phenomenon. The study investigates and presents a new structural model for determinants of AD, linking types of motivation, students ‘attitudes, personality traits, and cultural backgrounds (presented by country according to Hofstede’s cultural dimensions theory) as predictors of AD in the context of traditional and distance-learning courses in higher education. The study was conducted using a survey method of 2475 students in six different academic institutes. Using structural equation modeling (SAM( the results indicate that, contrary to the traditional views and the research literature, the surveyed students tend to engage less in AD in online courses than in face-to-face courses. Accordingly, this research has substantial, practical implications for educators, institution and researchers dealing with course design development and institutional policy concerning pedagogical uses of digital technology.

Published

Peled, Y., Eshet, Y., Barczyk, C., & Grinautski, K. (2019). Predictors of academic dishonesty among undergraduate students in online and face-to-face courses. Computers & Education, 131, 49-59.‏

No Anxious Student is Left Behind: Statistics Anxiety, Personality Traits, and Academic Dishonesty – lessons from COVID-19‮ ‬

Abstract: Scholarly studies have revealed that exposure to statistics courses affect students’ anxiety levels and that this has been associated with unethical misconduct. Thus, the present research’s main objective is to comprehend the mediating role Statistics Anxiety plays on the relationship comprising students’ personality traits and academic dishonesty as manifesting before and during the COVID-19 pandemic. Its aim is to understand this phenomenon and provide theoretical tools for fostering sustainably personalized distance learning and instruction. Data were collected from students studying for a bachelor’s degree in the social sciences at three different Israeli colleges. The sample comprises 316 participants and data were analyzed using Structural Equation Modelling (SEM). The results show a significant mediation manifested by an indirect effect between personality traits and academic dishonesty via statistics anxiety only in emergency remote teaching, although no parallel significant mediation was observed in the face-to-face course. These results could be explained by differences in delivery methods. Thus, we recommend that in the emergency remote teaching environment instructors’ presence include: (1) supportive, emphatic interaction to reduce virtual distance and (2) Social Emotional Learning (SEL) strategies, which foster students’ learning challenges and prevent anxiety and academic dishonesty. 

Published

Steinberger, P., Eshet, Y., & Grinautski, K. (2021). No anxious student is left behind: statistics anxiety, personality traits, and academic dishonesty –  lessons from COVID-19. Sustainability, 13(9), 4762.‏ 

Relationship between Statistics Anxiety and Academic Dishonesty – A Comparison between Learning Environments in Social Sciences

The current research examines the impact of Statistics Anxiety on academic ethical behavior as manifesting in undergraduate social science students attending introductory statistics courses in different learning environments COVID-19-Emergency Remote Teaching (ERT), Planned Online Environment (POE), and Face-to-Face (F2F) courses. Data were collected from students in academic institutions studying for a bachelor’s degree in the social sciences. Structural Equation Modeling (SEM) was used to examine the relationship between students’ previous academic achievements and Academic Dishonesty mediated by Statistics Anxiety. The results of multi-group analysis show that path coefficients differ between the three learning environments (POE, F2F, and ERT). Specifically, the results support a model in which previous math and academic achievements are significantly related to Academic Dishonesty mediated by Statistics Anxiety in a POE context only. Accordingly, POE statistics learning is less effective than F2F instruction and practice. Our research shows that instructors’ presence in the learning process reduces students’ anxiety levels and unethical behavior.

Thus, we recommend that in POE, the instructor’s presence includes supportive, emphatic, and interpersonal interaction to reduce virtual distance. We conclude that introductory courses in statistics need to empower students experiencing Statistics Anxiety for a better sustainable statistical literacy population.

Published

Eshet, Y., Steinberger, P., & Grinautsky, K. (2021). Relationship between statistics anxiety and academic dishonesty – a comparison between learning environments in social sciences. Sustainability, 13(3), 1564.‏