The Academic Integrity of Buddhist College Students in Indonesia (original) (raw)

Factors Contributing To University Students’ Integrity

International journal of academic research in business & social sciences, 2022

Integrity is an essential value that university students should possess to ensure the advancement of organisations, the country and also the welfare of the community. However, the increase in cases of disciplinary misconduct among university students shows that their integrity is compromised and deteriorating. In addition, the views of a handful of students that accepting bribes is not an offense and expressed their willingness to accept bribes, revealed low level understanding on the concept of integrity. The aim of this study is to identify factors that contribute to instilling integrity in university students to develop a corruption-free generation. This study was conducted qualitatively using semi-structured interview to obtain more information and data. A total of 5 integrity specialists from Universiti Kebangsaan Malaysia (UKM), Universiti Malaysia Pahang (UMP) dan Universiti Malaysia Perlis (UniMAP) and 21 students were chosen as informants in this study. All the data and information were analyzed using Atlas.ti software. The study identified 3 main factors, namely religious internalization, the environment and self-identity. Hence, these elements should be included in student development programs, to prevent them from involving in activities that are dishonest and without integrity.

Academic Integrity of Senior High School Students at St. Paul University Surigao

International Journal of Current Science Research and Review

This study examined the academic integrity of the Senior High School Students at St. Paul University Surigao in the new normal. The main instruments used to solicit information were researcher-made questionnaires for the 26 Senior High School teachers and 413 students of St. Paul University Surigao during the school year 2020-2021. Simple random sampling was employed to determine the participants. Data gathered were analyzed using means, standard deviation, t-test, and ANoVa. The teachers perceived that the students under study have high level of academic integrity in the new normal. The students on the other hand perceived that they have very high level of integrity. It was then revealed that there’s a significant difference between the students and teachers’ perceptions on the students’ level of Academic Integrity except for trust behavior. Also, there is a significant degree of variance in the students’ perceptions of their demonstrated respect and responsibility behaviors when c...

Construction of academic integrity scale

International Journal of Research Studies in Psychology

This study aims to create a measure of academic integrity as an effort in anticipating the problems of plagiarism and other academic violations. The concept of academic integrity comes from Keohane (1999) which is defined as an individual's commitment to positive values so as to be able to act and behave accordingly in creating a good academic situation. This research uses semi-construction approach which is divided into several stages. (1) Open ended-questionnaire; (2) Content Validity Aiken's; (3) Testing of discriminating power; (4) Confirmatory Factor Analysis (CFA) & (5) Validity of Concurrent. There were 7 items dropped during content validation stage (rater = 25, v = 0.63 & p> 0.05). After that, testing of discrimination power with the number of subjects 60 people was administered and it resulted 11 items dropped (r = 0.3). A total of 32 items were analyzed CFA (n = 254) with KMO-Bartlett's Test result of (0.921) and significance (0.001), and it resulted 17 items corresponding to each construct. The score of reliability scale (r = 0.866). While for external validity test of academic integrity correlated with optimism (n = 194, r = 0.694).

Developing a Revised Cross-Cultural Academic Integrity Questionnaire (CCAIQ-2)

Journal of Academic Ethics, 2018

Understanding and measuring levels of academic integrity within higher education institutions across the world is an important area of study in the era of educational internationalization. Developing a cross-cultural measure will undoubtedly assist in creating standardization processes and add to the discourse on cross-cultural understanding on what constitutes honest and dishonest action in the higher education context. This study has used a combination of exploratory and confirmatory factor analytical procedures to validate a previously published questionnaire, namely the cross-cultural academic integrity questionnaire (CCAIQ). Inspection of response distributions was also undertaken. Primary participants in this study were from Iran (n = 216), and secondary reference participants were from New Zealand (n = 366) and Nigeria (n = 330). The findings indicate that a revised questionnaire (CCAIQ-2) better represents the data obtained from all three regions. Three CCAIQ-2 domains are proposed: cheating, collusion and complying. However, the response distributions (skewness and kurtosis) indicated differences among the three groups, further suggesting that the theoretical constructs developed through factors analysis may not represent equivalence in terms of cross-cultural understanding. This research will inevitably create international debate on the measurement of integrity and how this measurement process can be used to establish internationally recognized and accountable educational regulations.

Academic Integrity: Effects of Demographic Variables on Students' Conduct

This study aimed to find out the effect of demographic variable i.e. gender, age, group of studies, GPA etc. on level of academic integrity among Pakistani students. The design of the study is quantitative in nature, in which the survey research method was employed to gather data from the respondents. A self-reported questionnaire was adapted on the basis of previously developed and validated questionnaire, with the consent of the authors. The developed scale was validated with the help of experts and pilot tested. Multilevel stratified convenience sampling technique was used to collect data from 4 provinces and federal area of Pakistan. The collected data was analyzed by using SPSS 16.0 version.

PEER-ASSESSMENT ACADEMIC INTEGRITY SCALE (PAAIS-24)

Emerging Science Journal, 2024

This study aims to develop an academic integrity scale to help lecturers evaluate the academic integrity of university students with peer-assessment learning experiences using the ADDIE research and development method. Twenty-four items were designed using the concepts of academic integrity; honesty, trust, fairness, respect, responsibility, and courage validated by six raters and tested on 520 students from various universities in Indonesia. Testing content validity using the Aiken-V formula, construct validity testing using discriminant indexes, factor analysis (Exploratory and Confirmatory Factor Analysis), and concurrent validity testing by correlating PAAIS-24 with the developed Academic Integrity Scale. While the reliability test used Cronbach's alpha formula. The study results proved that each item of content validity meets with an Aiken value >0.80; on construct validity testing, the discriminant index value is >0.50, and the EFA and CFA loading factor values are >0.50. In addition, the model is appropriate because the theoretical model of PAAIS-24 is in accordance with empirical data. Whereas in reliability testing, Cronbach's alpha value is 0.95. Lastly, PAAIS-24 is one of the credible instruments. It contributes to developing knowledge that assists lecturers in measuring, assessing, and evaluating student academic integrity based on peerassessment to promote increased academic performance.

STUDENTS’ ACCEPTANCE OF ACADEMIC INTEGRITY

Academic integrity is essential to the foundation and ongoing viability of an academic community. It is the mission of any university to create an academic culture that fosters student integrity both in and out of the classroom. Academic assignment exists to help students learn; grade exists to show how fully this aim is attained. Observing basic honesty in one's work, ideas, and actions is a principle to which all members of the community are required to subscribe. Therefore all work and all grades should result from the student's own understanding and effort. Considering main activities for the formation of stable practices of academic culture and ethics of students with an emphasis on creativity and self Academic integrity is essential to the foundation and ongoing viability of an academic community. It is the mission of any university to create an academic culture that fosters student integrity both in and out of the classroom. Academic assignment exists to help students learn; grade exists to show how fully this aim is attained. Observing basic honesty in one's work, ideas, and actions is a principle to which all members of the community are required to subscribe. Therefore all work and all grades should result from the student's own understanding and effort. Considering main activities for the formation of stable practices of academic culture and ethics of students with an emphasis on creativity and self

Integrity levels of Chinese college students: An analysis of influencing factors

Frontiers in Education

This study explores Chinese college students' integrity status and the influencing factors to understand the best practices of Chinese colleges and universities on the issue of integrity cultivation, which is critical for the quality of Chinese higher education. A mixed method combining the quantitative and qualitative data were applied. Respondents from 63 Chinese higher education institutions to the questionnaire were received, which suggested the medium level of Chinese college students' integrity. Compared with the integrity education in western countries, Chinese higher education institutions pay attention to relationship integrity, financial integrity, and employment integrity in everyday life, in addition to academic integrity. The results of csQCA analysis indicated that the university management played an important role in students' integrity and the main influencing factors are policymaking that is appropriate to students' needs, the platform that caters to...

Knowledge and Academic Integrity Breach among Malaysian University Students

2020

The objective of this article is to evaluate the knowledge and sources of knowledge of academic integrity and the types of academic integrity breach among university students in Malaysia. A quantitative approach was used to obtain the data. A set of questionnaires was distributed to students from Universiti Kebangsaan Malaysia (UKM), Universiti Malaya (UM), Universiti Putra Malaysia (UPM) and Universiti Sains Islam Malaysia (USIM). A total of 1000 respondents were selected to answer the questionnaires. The data are presented in descriptive statistics using frequency and percentage. Based on the findings, there are different levels of knowledge of academic integrity. Besides, it also revealed that the respondents knew about academic integrity issues such as plagiarism and cheating. Sources of knowledge on academic integrity are family, friends, technology, and mass media. The findings conclude that students need to empower their academic integrity, strengthen their code of conduct so...

Assessing the Academic integrity among University Students in Pakistan

Journal of Business and Social Review in Emerging Economies

The principal objective of this research was to assess the academic integrity among Pakistani university students. Qualitative data were obtained from 3 Focus Group Discussions (FGDs) with students from different universities. Mixed Methods Research was applied at the individual and group level and data were analyzed with the help of content analysis. The analysis unveiled four key themes including teacher's behavior in the classroom, teacher’s evaluation method in Examinations, the influence of peer pressure, and the popularity of the memorization method among students. Students' level of satisfaction with teachers’ behavior in the classroom and at the time of assessment of examination remained low and they considered it as the main reason behind their low level of academic integrity. Rote learning, inconsistencies in the examination evaluation method, and the effect of peer pressure were also identified as the central reasons behind their academic misconduct behavior. It i...