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Published VersionCC BY V4.0, Open Access
Journal article
Hope moderates the relationship between students’ sense of belonging and academic misconduct
International Journal for Educational Integrity, Vol.18(1), pp.1-22
2022
Abstract
This study investigates how hope moderates the relationship between students’ sense of belonging and their academic misconduct intentions and behaviours. A sample of 234 university students (57% female) aged between 16 and 64 (Mage = 25.56, SDage = 8.18) responded to an online survey. The survey included demographic questions, measures of student’s sense of belonging at university, dispositional hope, motivation to reach their goals (Agency), perceived ability to implement a plan to attain their goal (Pathways), future intentions to engage in academic misconduct intentions (AM Intentions) and previous engagement in academic misconduct behaviours (AM Behaviours). Our findings suggest that a student’s sense of belonging to their university and their levels of hope are negatively associated with academic misconduct intentions. We also observed a significant Hope × Belongingness, Agency × Belongingness, and Pathways × Belongingness interaction for students’ AM intentions and their AM behaviours. Our findings identified that students who have a strong sense of belonging, but low levels of hope are more likely to engage in academic misconduct behaviours. We also confirm that high levels of hope are protective against students engaging in academic misconduct. Universities can use these findings to identify students at an increased risk of engaging in academic misconduct and protect at-risk students from engaging in academic misconduct by improving their goal motivation and perceived capacity to implement a plan to reach their education goals.
Details
- Title
- Hope moderates the relationship between students’ sense of belonging and academic misconduct
- Authors
- Tanya Coetzee (Author) - University of the Sunshine Coast, Queensland, School of Health and Behavioural Sciences - LegacyKatie Pryce-Jones (Author) - University of the Sunshine Coast, Queensland, School of Health and Behavioural Sciences - LegacyLeigh Grant (Author) - Charles Sturt UniversityRichard Tindle (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Health - Psychology
- Publication details
- International Journal for Educational Integrity, Vol.18(1), pp.1-22
- Publisher
- BioMed Central Ltd.
- Date published
- 2022
- DOI
- 10.1007/s40979-022-00121-0
- ISSN
- 1833-2595
- Copyright note
- This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
- Organisation Unit
- Indigenous and Transcultural Research Centre; School of Health - Psychology; School of Health and Behavioural Sciences - Legacy
- Language
- English
- Record Identifier
- 99698398202621
- Output Type
- Journal article
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