رابطه اخلاق ‌ورزی با اهمال‌ کاری تحصیلی و نگرش به تقلب

هدف: هدف اصلی این پژوهش بررسی عوامل موثر بر اهمال ‌کاری تحصیلی و نگرش به تقلب است که می‌تواند در پیشرفت تحصیلی دانشجویان نقش موثری ایفا کند، یکی از این عامل‌ها، رعایت اخلاق در فرایندهای کلاسی و تدریس است، با درک این مهم پژوهش حاضر با هدف رابطه اخلاق ورزی با اهمال‌کاری تحصیلی و نگرش به تقلب انجام شده است.روش: رویکرد این تحقیق توصیفی - همبستگی است. جامعه آماری شامل کلیه دانشجویان مقطع کارشناسی دانشگاه بوعلی سینا همدان می‌باشد، 386 نفر از دانشجویان با استفاده از روش نمونه‌گیری تصادفی طبقه‌ای بر اساس دانشکده جهت مطالعه انتخاب شدند. برای گردآوری داده‌های پژوهش از سه پرسشنامه استاندارد اخلاق ورزی، اهمال‌کاری تحصیلی و نگرش به تقلب استفاده شد. داده‌های تحقیق پس از جمع‌آوری با استفاده از ضریب همبستگی پیرسون و تحلیل مسیر در نرم‌افزارهای آماری lisrel, spss تحلیل شدند.نتایج: نتایج بررسی نشان داد که رابطه اخلاق ورزی با اهمال‌کاری تحصیلی و نگرش به تقلب منفی و معنی‌دار می باشد. در نتیجه برای کاهش اهمال‌کاری تحصیلی و نگرش به تقلب در میان دانشجویان می‌توان به ابعاد اخلاق ورزی توجه کرد و اساتید به‌عنوان الگوهای رفتاری می‌توانند در رعایت اخلاق ورزی در دانشجویان نقش موثری را ایفا کنند.

the relationship between ethics behavior and the academic procrastination and attitude to cheating

the main purpose of this study is to investigate the factors affecting academic procrastination and attitude to cheating, which can play an effective role in students’ academic achievement. understanding this importance, the present study has been conducted with the aim of the relationship between ethics and academic procrastination and attitude to cheating.  the students of each society, as the efficient and future creators of each country, are a group that occupies a major part of the planning and budget of each country. the most important indicator of the efficiency of science and the most prominent indicator of what an educational system should do is the academic progress of learners, so the success of any educational system depends on the extent to which that system has been able to achieve the expected performance (ghanbari and sultanzadeh, 2016). one of the issues that can be seen in the behavior of students today is cheating. cheating is one of the common unethical phenomena in educational systems, which has become increasingly easier and popular with the development of new technologies. cheating in educational situations often takes place in the form of cheating in exams and cheating in homework (amiri khamesan, 2011). cheating or deception is a common immoral phenomenon in the educational systems that have become increasingly facilitated and prevalent with the development of new technologies. academic cheating is any deceptive or fraudulent attempt to evade the rules, standards, practices, customs, and norms to obtain unfair benefits or to protect the person who has cheated. academic cheating is defined as the presentation of immoral and dishonest behavior by students to achieve academic success (afzali et al., 2020). if we do not think about fighting fraud and preventing its spread, we will eventually reach a point where the university has a large number of outputs each year that cannot play their effective and desirable role and have been shown to meet the expectations and needs of society. dealing with deceptive academic behaviors is important because people who commit academic cheating often transmit this inappropriate behavior to their work environments after graduation. since the prevalence of cheating has the potential to place great constraints on the flourishing of individual and institutional talents, it should not be treated as a trivial form of deviant behavior (laripour et al., 2021). procrastination is one of the most troubling issues in today’s societies that has attracted the attention of many researchers and reduces academic motivation and performance (narimani et al., 2017). one of the major challenges of the educational process is academic procrastination, which has been mentioned as one of the most serious problems of daily life and education in educational systems (ghosh and roy, 2017). procrastination makes sense in both individual and collective affairs. finally, it can be said that in all these meanings lies a kind of hand and that hand (haghani et al., 2016). academic procrastination or procrastination refers to the predominant tendency of learners to delay academic activities and goals to the extent that it affects optimal performance (han and groshit, 2018). various psychological factors can cause the emergence of academic procrastination. anxiety, dependence, hatred of tasks, fear of failure, fear of negative evaluation, perfectionism, irrational beliefs, low self-esteem, poor study habits, and acquired inability are among these factors (mehdizadeh et al., 2018). procrastination has important objective consequences (loss of deadlines, loss of opportunities, loss of income, low production, and wasted time) and emotional consequences (low mood, increased anxiety, fear and anger, and low motivation) in follows (van wick, 2004).