Objective: The present study aimed to investigate The Role of School Bonding, Academic Emotions, and Academic Conscientiousness in Predicting Students' Academic Integrity.

Methods: This research was applied in terms of purpose and descriptive-correlational in terms of method. The statistical population comprised all junior high school students studying in public schools in Ardabil city during the second semester of the academic year 2022-2023. A sample of 375 students was selected using cluster random sampling, and a link to the research questionnaires was provided to them. Research instruments included the School Bonding Scale (Brown & Evans, 2002), the Academic Conscientiousness Scale (McIllroy & Bunting, 2002), the Academic Emotions Questionnaire (Pekrun et al., 2010), and the Academic Dishonesty Questionnaire (McCabe & Trevino, 1996). Data were analyzed using Pearson correlation coefficient and multiple regression analysis.

Results: The results indicated that school bonding, positive academic emotions, and academic conscientiousness had a significant positive relationship with academic integrity . while negative academic emotions had a significant negative relationship with academic integrity. Furthermore, regression analysis results revealed that school bonding, positive and negative academic emotions, and academic conscientiousness could respectively predict 24%, 17%, and 16% of the variance in academic dishonesty.

Conclusions: The research findings demonstrated that school bonding, academic emotions, and academic conscientiousness play a significant role in predicting students' academic integrity. Teachers and school administrators should establish standards of integrity and consider appropriate educational programs to internalize ethical values within the curriculum or extracurricular activities to minimize the occurrence of academic dishonesty.