Forecasting Academic Dishonesty through Religious Commitment and Stress of Academic Expectations and Testing the Mediator Role of Academic Self-efficacy

Document Type : Research Article


1 Associate Professor of psychology, Department of Psychology, Faculty of Social and Educational Sciences, Razi University, Kermanshah, Iran

2 Master's student in Educational Psychology, Razi University, Kermanshah, Iran


Goal: The purpose of this study was to predict academic dishonesty through religious commitment and stress of academic expectations and testing the mediator role of academic self-efficacy.
Method: Method of research was a descriptive correlation type. The study sample consisted of 315 high-level secondary school students who were studying in the 2021 academic year. They were selected online with a multi-stage cluster random sampling method. To collect data, the religious commitment questionnaires of Worthington et al. (2003), the stress of academic expectations of Ang and Huan (2006), the academic dishonesty of McCabe and Treviño (1997) and the academic self-efficacy of Jinks and Morgan (1999) were used were used.  The structural equation modeling was used to analyze the data.
Findings: Academic self-efficacy in the relationship between religious commitment and academic dishonesty has a partial mediation role and the stress of academic expectations and academic dishonesty has a full moderator role.
Conclusion: In order to control the academic dishonesty of students, it should be noted that strengthening religious commitment and the beliefs of academic self-efficacy should be considered.


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