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Title

The Relation of Mindfulness and Academic Dishonesty: Mediating Role of Academic Hope

Pages

  50-70

Abstract

 Introduction academic dishonesty is a common immoral behavior in educational settings (Jowkar & Haghnegahdar, 2016), helping people achieve desired but unfair, illegal and inaccurate results such as lying, hiding the truth, cheating, deceiving and so on (Oran, Can, Ş enol, & Hadı mlı , 2016). In general, academic dishonesty involves two types of cheating: cheating on examinations and cheating on assignments. Cheating on assignments involves, for instance, tasks that should be done as individual work but are in a group with the help of others; it could further include plagiarism, or using someone else’ s ideas without citing the sources. Cheating on examinations, which involve copying from another student during a quiz or examination, or attempting to illegally obtain questions and answer keys, are also instances of cheating on assignments (Pincus & Schmelkin, 2003; Rettinger & Kramer, 2009). academic dishonesty is considered an illegal (Jowkar & Haghnegahdar, 2016), detrimental (Kashkoli, 2017) and counterproductive (Mahbod & Fouladchang, 2017) behavior, and according to Pekrun’ s (2006) control-value theory of achievement emotions, metacognitive states and emotions plays a key role in determining academic behavior. Accordingly, in this study mindfulness, as a metacognitive state, and hopefulness, as an achievement emotion, were examined in a casual model, correspondingly as the far and near antecedents of academic dishonesty. In Pekrun’ s (2006) control-value theory, hopefulness has been proposed as a positive prospective outcome emotion that negatively evaluates failure and has a positive estimation of success and thus motivates the individual in achievement path. Previous research has demonstrated a negative relationship between hopefulness and academic dishonesty (Farid, 2017), procrastination (Hicks & Yao, 2015), and academic avoidance (Barani, Rahpeima & Khormaei, 2019). The necessity of hope for changing the future is to perceive the present moment and to own it. If it isn’ t done, it will lose the next moment and so on (Munoz et al., 2018). Therefore, mindfulness is a quality which can help people to live in the present. mindfulness as a state of awareness, is associated with purified or revised attention skills, and judgmental attitude of internal and external events. (Malinowski & Lim, 2015). The review of the literature shows that mindfulness has a positive impact on hope (Ghasemi-Jobaneh, Zahrakar, Hamdami, & Karimi, 2016; Malinowski & Lim, 2015; Movahedzade & Shahveisi, 2017). Research Hypothesis The present study aims to investigate the hypothesis that hopefulness has a mediating role in the relationships between mindfulness and academic dishonesty. Methods A correlational design and structural equation modeling were used to test the research hypothesis. The population encompassed all the middle school students studying during 1397-98 in Darab, a city in Fars province, Iran. All the participant (N=295, Male=141 and Female=154) were selected through random cluster sampling. They were within the age range of 12-14, with a mean of 13. 28 and a standard deviation of 0. 96. The students answered the mindfulness, hopefulness and academic dishonesty questionnaires. Results The correlation between all variables was significant, making it possible to analyze the model. mindfulness had a positive significant relationship with hopefulness (β = 0. 47, p = 0. 002). On the other hand, hopefulness had a negative significant relationship with academic dishonesty (β = 0. 38, p = 0. 003). Hopefulness did not have a direct effect, but it was found to mediate the relationship between mindfulness and academic dishonesty (β = 0. 18, p = 0. 002). Discussion and Conclusion In the results of the study, mindfulness had a positive and significant effect on hopefulness. mindfulness, by focusing on the people’ s present awareness and attention (Wampold, et al., 2010), can help them to accept their feelings without any judgment or suppression (Baer, Smith, Hopkins, Krietemeyer, & Toney, 2006). This immediate acceptance empowers the individual to deal with various situations, especially challenges and educational opportunities. In other words, one can understand the situation well by understanding and accepting one's own emotions and thoughts, as well as considering and accepting one's own abilities. Additionally, he/she will be able to reflect on his/her feelings and emotions about the goal, see the obstacles on the way to the goal, create multiple ways to deal with the challenges they face, and thus plan to meet the goal. This ability to understand obstacles and devise and plan multiple ways to deal with them constitutes navigator thinking part of the hopefulness variable (Snyder, 2000), and will the individual to gain more positive energy to deal with the challenges. On the other hand, the results further suggested a negative and significant effect for hope on academic dishonesty. Hopefulness increases the students’ positive emotions about and attitude toward the future, creates a supportive atmosphere, and increases their adaptability (Barani et al., 2019; Feldman & Kubota, 2015); thereby, it allows them not to regard their academic performance as an indication of their own self-worth and thus not to display undesirable behaviors such as academic dishonesty to enhance their academic performance. On the other hand, the results of the study revealed a mediating role for hope in the relationship between mindfulness and academic dishonesty. In addition, mindfulness was found to enhance navigator thinking abilities by giving the individual information about themselves, increasing their understanding of their emotions, thoughts, and abilities. Accordingly, navigator thinking can increase the individual’ s hope of finding multiple ways to deal with challenges, and can enhance their agent thinking by empowering them to overcome academic difficulties and challenges, hereby reducing chances of academic dishonesty.

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    APA: Copy

    Barani, Hamid, FOULADCHANG, MAHBOOBEH, & Derakhshan, Meraj. (2020). The Relation of Mindfulness and Academic Dishonesty: Mediating Role of Academic Hope. STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY), 11(2 (77-2) ), 50-70. SID. https://sid.ir/paper/407032/en

    Vancouver: Copy

    Barani Hamid, FOULADCHANG MAHBOOBEH, Derakhshan Meraj. The Relation of Mindfulness and Academic Dishonesty: Mediating Role of Academic Hope. STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY)[Internet]. 2020;11(2 (77-2) ):50-70. Available from: https://sid.ir/paper/407032/en

    IEEE: Copy

    Hamid Barani, MAHBOOBEH FOULADCHANG, and Meraj Derakhshan, “The Relation of Mindfulness and Academic Dishonesty: Mediating Role of Academic Hope,” STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY), vol. 11, no. 2 (77-2) , pp. 50–70, 2020, [Online]. Available: https://sid.ir/paper/407032/en

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