Are College Cheating and Plagiarism Related to Academic Procrastination?

1995 ◽  
Vol 77 (2) ◽  
pp. 691-698 ◽  
Author(s):  
Miguel Roig ◽  
Lauren DeTommaso
Keyword(s):  
Grade Point Average ◽  
Academic Dishonesty ◽  
Assessment Scale ◽  
Self Report ◽  
Academic Procrastination ◽  
Grade Point ◽  
Average Students

A sample of 115 college undergraduates were given the Procrastination Assessment Scale for Students and a cheating and plagiarism questionnaire during separate testing sessions. On these self-report measures, scores for cheating on examinations and for plagiarism were positively correlated with self-ratings of procrastination and negatively correlated with self-reported grade point average. Students who scored high on procrastination had significantly higher scores for plagiarism than those who scored low on procrastination. The results suggest that procrastination may be one of many factors mediating academic dishonesty.

Study Skills, Self-Concept, and Academic Achievement

1984 ◽  
Vol 54 (3) ◽  
pp. 923-929 ◽  
Author(s):  
Bernadette M. Gadzella ◽  
James David Williamson
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Grade Point Average ◽  
Study Skills ◽  
Interpersonal Relations ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Grade Point ◽  
Two Measures

This study investigated the relationships between study skills, self-concept, and academic achievement and whether the self-report measures contributed to the prediction of grade-point average for 110 university students. Analysis showed that study skills, self-concepts, and academic achievement correlated significantly with each other; rs ranged from .03 to .52. In addition to the total study skills score, two measures of study skills (oral reporting and interpersonal relations) and one measure of self-concept (personal self) contributed to the prediction of grade-point average.

Variations in a University Subject Pool as a Function of Earlier or Later Participation and Self-Report: A Replication and Extension

2002 ◽  
Vol 91 (2) ◽  
pp. 553-570 ◽  
Author(s):  
Larry C. Bernard ◽  
R. Patricia Walsh
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Self Report ◽  
Grade Point ◽  
Temporal Sampling ◽  
Subject Pool ◽  
Neo Personality Inventory Revised ◽  
Scholastic Assessment Test ◽  
Personality Patterns

The present study replicated and extended earlier research on temporal sampling effects in university subject pools. Data were obtained from 236 participants, 79 men and 157 women, in a university subject pool during a 15-wk. semester. Without knowing the purpose of the study, participants self-selected to participate earlier (Weeks 4 and 5; n = 105) or later (Weeks 14 and 15; n = 131). Three hypotheses were investigated: (1) that the personality patterns of earlier and later participants on the NEO Personality Inventory–Revised and the Personality Research Form differ significantly, with earlier participants scoring higher on the latter scales reflecting social responsibility and higher on former Conscientiousness and Neuroticism scales; (2) that there are similar significant differences between participants in the earlier and later groups compared to the male and female college normative samples for the two tests; and (3) that earlier participants will have higher actual Scholastic Assessment Test scores and Grade Point Averages. Also investigated was whether participants' foreknowledge that their actual Scholastic Assessment Test scores and Grade Point Averages would be obtained would affect their accuracy of self-report. In contrast to prior research, neither the first nor second hypothesis was supported by the current study; there do not appear to be consistent differences on personality variables. However, the third hypothesis was supported. Earlier participants had higher actual high school Grade Point Average, college Grade Point Average, and Scholastic Assessment Test Verbal scores. Foreknowledge that actual Scholastic Assessment Test scores and Grade Point Averages would be obtained did not affect the accuracy of self-report. In addition, later participants significantly over-reported their scores, and significantly more women than men and more first-year than senior-year subjects participated in the early group.

Paranormal Belief and College Grade Point Average

1984 ◽  
Vol 54 (1) ◽  
pp. 217-218 ◽  
Author(s):  
Jerome Tobacyk
Keyword(s):  
Grade Point Average ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Self Report ◽  
Lower Grade ◽  
Grade Point ◽  
Paranormal Belief ◽  
Belief Scale

The Paranormal Belief Scale and a self-report item concerning college grade point average were given to 307 introductory psychology students. As hypothesized, greater reported belief in both Superstition and in Witchcraft subscales were significantly associated with lower grade point average. These relationships, although statistically significant, were small.

scholarly journals Predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students

2020 ◽  
pp. 156918612096803
Author(s):  
Ted Brown ◽  
Stephen Isbel ◽  
Alexandra Logan ◽  
Jamie Etherington
Keyword(s):  
Occupational Therapy ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Self Report ◽  
General Tendency ◽  
Moral Code ◽  
Grade Point ◽  
Professional Students ◽  
Graduate Entry ◽  
Occupational Therapy Students

Background: Academic integrity is viewed as honest and responsible scholarship and the moral code of academia. Reported incidences of academic dishonesty among health professional students are widespread and may be an indicator of future unprofessional behaviour in the workplace. Aim: This study investigated the potential predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students. Method: Occupational therapy students from five universities ( n = 701 participants; 609 undergraduates; 92 graduate-entry masters) were recruited. Data were collected via a two-part self-report questionnaire that included six standardised scales: Academic Dishonesty Scale; Academic Dishonesty in the Classroom Setting Scale; Academic Dishonesty in the Clinical/Practice Education Setting Scale; Moral Development Scale for Professionals; Academic Dishonesty Tendency Scale; and Perceived Academic Sources of Stress. Data analysis involved multi-linear regression analyses with bootstrapping. Result: Significant predictors of academic integrity in occupational therapy students included age, gender, grade point average, public meaning, moral practice, general tendency towards cheating, tendency towards dishonesty in the conduct and reporting of research findings, tendency towards not providing appropriate references and acknowledgements and pressures to perform well academically. Conclusion: These findings will assist educators in identifying vulnerable students potentially prone to academic integrity infringements and implementing proactive strategies with them. Further studies are recommended to explore further predictors of students’ academic integrity.

scholarly journals The Amoebic Self Scale and GPA are related to the academic procrastination sensu lato

2021 ◽  
Author(s):  
Ernest Bielinis ◽  
Lidia Bielinis
Keyword(s):  
Social Psychology ◽  
Academic Achievement ◽  
Grade Point Average ◽  
The Other ◽  
Academic Procrastination ◽  
Grade Point ◽  
Academic Context ◽  
Psychological Separation ◽  
The Real ◽  
The Social

The Amoebic Self Theory is a concept of the social psychology, which postulates that humans have a psychological boundary. As the authors of the concept propose [1], the function of the boundary is to allow psychological separation of one from the others. In this study, we examined how sen-sitivity to violation of the boundary, measured by an amoebic self scale, is connected with differ-ent types of procrastination sensu lato, measured by seven procrastination subscales. Only two of the seven procrastination aspects, i.e. the preference for pressure and outcome satisfaction, were negatively and significantly related to the spatial-symbolic domain of the amoebic self scale. The other purpose of this research was to examine the connection between the students’ grade point average (GPA) and scores obtained in the procrastination subscales. Only the non-adaptive aspect of procrastination predicted significantly the GPA. That is an important detail, because pointing out the gap between one’s self-opinion and the real, non dependent of the opinion, academic achievement. All these findings were considered in the academic context and consequences of these results were discussed.

scholarly journals Mediating Role of Academic Procrastination between Emotional Intelligence and Academic Performance of Pakistani Youth

2021 ◽  
Vol 2 (1) ◽  
pp. 43-52
Author(s):  
Aqsa Wasim ◽  
Muhammad Adeeb ◽  
Mubeen Mateen
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Short Form ◽  
Self Report ◽  
Mediation Process ◽  
Academic Procrastination ◽  
Male Youth ◽  
Grade Point ◽  
Mediating Role

The purpose of this research was to measure the mediating role of academic procrastination between emotional intelligence and academic performance in Pakistani youth. In total, 347 youth were selected using multi-stage random sampling from three major cities of Punjab province in Pakistan (Rawalpindi, Lahore, & Faisalabad). The average age remained [M (22.70+3.43)]. Two instruments were used; The Schutte Self Report Emotional Intelligence Test and Yockey Academic Procrastination Scale Short Form, while academic performance was calculated considering semester grade point average (SGPA). The results showed that emotional intelligence was significant positively correlated with academic performance. In mediation, Process Macro Hayes (2018) approach was used. The results showed that academic procrastination endured significant negative mediator in relationship of emotional intelligence and academic performance. The female youth were significantly higher in academic performance and emotional intelligence as compared to male youth, while male youth were significantly higher in academic procrastination. Emotional intelligence increases the academic performance and reduces academic procrastination among university students, while academic procrastination endured negative mediator between emotional intelligence and academic procrastination. Males have more prone towards academic procrastination and reported lower emotional intelligence and academic performance as compared to females. The limitations and future avenues were also discussed.

scholarly journals Nighttime Sleep Awakening Frequency and Its Consistency Predict Future Academic Performance in College Students

2021 ◽  
Author(s):  
Ghee Wee Ho ◽  
Zhenzhi Yang ◽  
Linna Xing ◽  
Ken Kang-Too Tsang ◽  
Huada Daniel Ruan ◽  
...  
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Sleep Quality ◽  
Grade Point Average ◽  
Self Report ◽  
Grade Point ◽  
Future Studies ◽  
Nighttime Sleep ◽  
Tracking Period

Although the relations between sleep and academic performance have been extensively examined, how sleep predicts future academic performance (e.g., 2 -3 years) remains to be further investigated. Using wearable smartwatches and a self-report questionnaire, we tracked sleep activities of 45 college students over a period of approximate half a month to see whether their sleep activities predicted their academic performance, which was estimated by grade point average (GPA). Results showed that both nighttime sleep awakening frequency and its consistency in the tracking period were not significantly correlated with the GPA for the courses taken in the semester during sleep tracking (current GPA). However, both nighttime sleep awakening frequency and its consistency inversely predicted the GPA for the rest of the courses taken after that semester (future GPA). Moreover, students with more difficulty staying awake throughout the day obtained lower current and future GPAs, and students with lower inconsistency of sleep quality obtained lower future GPA. Together, these findings highlight the importance of nighttime sleep awakening frequency and consistency in predicting future academic performance and emphasize the necessity of assessing the consistency of sleep measures in future studies.

Closing Poverty-Based Excellence Gaps: Supports for Gifted Students From Low-Income Households as Correlates of Academic Achievement

2021 ◽  
pp. 016235322110235
Author(s):  
Alaa Eldin A. Ayoub ◽  
Ahmed M. Abdulla Alabbasi ◽  
Jonathan A. Plucker
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Low Income ◽  
Rural Areas ◽  
Gifted Students ◽  
Self Report ◽  
Gifted Programs ◽  
Grade Point ◽  
Effective Role ◽  
Environmental Supports

Previous studies on poverty within the gifted population have shown that economically vulnerable gifted students are underrepresented in gifted programs. Moreover, the majority of published studies on this topic were conducted in Western cultures. We explored the psychological, cognitive, academic, social, and environmental supports for economically vulnerable students in the Arab culture. The sample consisted of 142 male and female students who were randomly selected from 10 middle schools in rural areas in Egypt. To assess the supports of gifted students, researchers developed a self-report questionnaire. Grade point average was used as an indicator of academic achievement. Results from cluster analysis showed that there were three profiles for low-income gifted students. Multiple regression analysis indicated that environmental, social, and psychological supports explained 44% of the variance in academic achievement. Environmental supports played the most effective role in predicting students’ academic achievement, followed by social and psychological supports.

University Dropout

2008 ◽  
Vol 29 (3) ◽  
pp. 134-147 ◽  
Author(s):  
Manuel C. Voelkle ◽  
Nicolas Sander
Keyword(s):  
Grade Point Average ◽  
Structural Equation ◽  
Unobserved Heterogeneity ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Hands On ◽  
University Dropout ◽  
The Individual ◽  
A Prospective Study

University dropout is a politically and economically important factor. While a number of studies address this issue cross-sectionally by analyzing different cohorts, or retrospectively via questionnaires, few of them are truly longitudinal and focus on the individual as the unit of interest. In contrast to these studies, an individual differences perspective is adopted in the present paper. For this purpose, a hands-on introduction to a recently proposed structural equation (SEM) approach to discrete-time survival analysis is provided ( Muthén & Masyn, 2005 ). In a next step, a prospective study with N = 1096 students, observed across four semesters, is introduced. As expected, average university grade proved to be an important predictor of future dropout, while high-school grade-point average (GPA) yielded no incremental predictive validity but was completely mediated by university grade. Accounting for unobserved heterogeneity, three latent classes could be identified with differential predictor-criterion relations, suggesting the need to pay closer attention to the composition of the student population.

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