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The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating (CROSBI ID 271819)

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Putarek, Vanja ; Pavlin-Bernardić, Nina The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating // European journal of psychology of education, 35 (2020), 647-671. doi: 10.1007/s10212-019-00443-7

Podaci o odgovornosti

Putarek, Vanja ; Pavlin-Bernardić, Nina

engleski

The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating

This study examined the relationships between motivational beliefs, defined as self-efficacy for self-regulated learning and achievement goals, engagement and academic cheating in the context of learning biology. Gender differences across these variables were also examined and both active and second-party types of cheating were included. Based on the hierarchical model of achievement motivation, we hypothesized that achievement goals and engagement would play a mediating role between self-efficacy for self- regulated learning and academic cheating. Participants were 283 high school students from Croatia. Data were collected using: 1) the Self-Efficacy for Self-Regulated Learning Scale ; 2) the Achievement Goals Scale (subscales: mastery-approach, mastery- avoidance, performance-approach, performance avoidance, work-avoidance), 3) the Engagement in Learning Biology Scale (subscales: behavioural, cognitive, and emotional engagement) ; 4) the Academic Cheating Scale (subscales: active and second-party cheating). The results demonstrated that girls exhibited higher self- efficacy for self-regulated learning, mastery achievement goals and engagement, while boys exhibited higher work- avoidance goals. No gender differences were found in academic cheating. Mediational analysis revealed that behavioural engagement was mediator between self-efficacy for self- regulated learning and active cheating. The findings of the present study demonstrate the importance of motivation and engagement in understanding academic cheating and in preventing this unethical behaviour.

academic cheating ; achievement goals ; self-efficacy for self-regulated learning ; engagement ; biology

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Podaci o izdanju

35

2020.

647-671

objavljeno

0256-2928

1878-5174

10.1007/s10212-019-00443-7

Povezanost rada

Psihologija

Poveznice
Indeksiranost