نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی کارشناسی ارشد روانشناسی تربیتی دانشگاه آزاد اسلامی واحد بیرجند
2 1. دانشجوی کارشناسی ارشد، گروه روانشناسی تربیتی، دانشگاه آزاد اسلامی، بیرجند، ایران.
3 دانشجوی کارشناسی ارشد، گروه روانشناسی تربیتی، دانشگاه آزاد اسلامی، بیرجند، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
A B S T R A C T
The present study aimed to predict academic dishonesty based on academic procrastination with consideration of the mediating role of academic self-efficacy among male elementary school students in the second cycle of primary education in Ferdows County. The research method was correlational and based on structural equation modeling (SEM). The statistical population included all male students in the fourth to sixth grades of elementary schools in Ferdows County, from whom 340 participants were selected using stratified random sampling. The research instruments consisted of Solomon and Rothblum’s (1984) Academic Procrastination Questionnaire, Bandura’s (1997) Academic Self-Efficacy Questionnaire, and the Academic Dishonesty Questionnaire, McCabe (1993). Data were analyzed using SPSS-27 and AMOS-24 software. The results indicated a positive and significant relationship between academic procrastination and academic dishonesty (r =0.58), a negative and significant relationship between academic procrastination and academic self-efficacy (r=-0.61), and a negative and significant relationship between academic self-efficacy and academic dishonesty (r=-0.54). The structural model also demonstrated a good fit. Academic self-efficacy played a significant mediating role in the relationship between academic procrastination and academic dishonesty. The findings suggest that academic procrastination increases the likelihood of academic dishonesty through reducing academic self-efficacy. Therefore, strengthening academic self-efficacy can serve as an effective protective factor against academic dishonesty.
کلیدواژهها [English]
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