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Academic Dishonesty & Self-Efficacy in Accounting

This study investigates the levels of self-efficacy and academic dishonesty among accountancy students across different college year levels, as well as the relationship between these factors. Additionally, it examines the impact of exam score transparency on academic pressure and its psychological effects on students. The findings aim to inform educators on balancing accountability with student well-being in accounting education.

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17 views9 pages

Academic Dishonesty & Self-Efficacy in Accounting

This study investigates the levels of self-efficacy and academic dishonesty among accountancy students across different college year levels, as well as the relationship between these factors. Additionally, it examines the impact of exam score transparency on academic pressure and its psychological effects on students. The findings aim to inform educators on balancing accountability with student well-being in accounting education.

Uploaded by

airishcelebrado17
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

A Comparative Study of Academic Dishonesty and Self-Efficacy Among

Accountancy Students Across College Year Levels

Statement of the Problem:


Academic dishonesty threatens the ethical integrity expected of future
professionals. A student’s self-efficacy—their belief in their ability to succeed—may
impact their likelihood of engaging in dishonest practices. However, how these factors
differ across different year levels remains unclear.

This study seeks to answer the following questions:

[Link] is the level of self-efficacy among accountancy students across different year
levels?
[Link] is the level of academic dishonesty among accountancy students across
different year levels?
[Link] is the relationship between self-efficacy and academic dishonesty among
accountancy students?
[Link] does the relationship between self-efficacy and academic dishonesty vary across
different college year levels?
[Link] there a significant difference in self-efficacy and academic dishonesty between
students at different college year levels?

Related Study:
Role of Self Efficacy and Personality in Academic Dishonesty of
Undergraduate Students: Implication for Future Careers

Research Instruments:
• Survey:
Unethical Academic Behavior Inventory (UABI) – measures engagement in
academic dishonesty using a 5-point Likert scale
Perceived Teacher Self-Efficacy Inventory – assesses self-efficacy perceptions
using a 5-point Likert scale

Statistical Analysis: Descriptive statistics (percentages, frequencies, means, SD),


Regression Analysis
Reference:
Peasah, B. S. O., Asamoah-Gyawu, J., & Attila, F. L. (2024). Role of self-efficacy
and personality in academic dishonesty of undergraduate students:
Implication for future careers. Asian Journal of Advanced Research and
Reports, 18(7), 10–23. [Link]
The Impact of Peer Score Transparency on Academic Pressure Among

Accounting Students

1.1 Statement of the Problem

Exam score transparency—showing grades or rankings to peers—is used to

motivate accounting students but may increase academic pressure, stress, and

unhealthy competition. Its impact on students' well-being remains unclear.

This study aims to answer the following key questions:

1. How does exam score transparency affect academic pressure?

2. What are its psychological effects on stress, self-esteem, and competition?

3. Do factors like gender, year of study, or prior performance influence these

outcomes?

4. How do accounting students perceive the fairness and impact of transparent

grading systems on their academic motivation and performance?

5. What are the differences in academic pressure levels between students exposed

to transparent exam scores and those in non-transparent grading systems?

The findings will help educators balance accountability with student well-being in

accounting education.
Research Instruments

1. The Perceived Stress Scale (PSS; Cohen et al, 1983) is a 14-item instrument

designed to measure the degree to which situations in one's life are appraised as

stressful. PSS items were designed to tap the degree to which respondents found their

lives unpredictable, uncontrollable, and overloading. The scale also includes a number

of direct queries about current levels of experienced stress.

Would adapt the time frame within a week or so before and after posting of scores.
[Link] of Academic Stress (PAS) Bedewy, D., & Gabriel, A. (2015) .

Examining perceptions of academic stress and its sources among university

students: The Perception of Academic Stress Scale. Health Psychology Open,

2(2).
3. (Rosenberg Self-Esteem Scale). The purpose of the 10 item RSE scale is to

measure self-esteem. Originally the measure was designed to measure the self-esteem

of high school students. However, since its development, the scale has been used with

a variety of groups including adults, with norms available for many of those groups.

Would adapt the time frame within a week or so before and after posting of scores.
Reference:

Cohen, S., & Mermelstein, T. K. a. R. (1983). A global measure of perceived stress. Journal of

Health and Social Behavior, 24(4), 385–396.

[Link]

Bedewy, D., & Gabriel, A. (2015). Examining perceptions of academic stress and its sources

among university students: The Perception of Academic Stress Scale. Health Psychology Open,

2(2). [Link]

Rosenberg, M. (1965). Rosenberg Self-Esteem Scale [Dataset]. In PsycTESTS Dataset.

[Link]

Common questions

Powered by AI

Different research instruments measure stress and academic dishonesty using tools such as the Perceived Stress Scale and the Unethical Academic Behavior Inventory. The former measures stress levels, while the latter assesses engagement in academic dishonesty, both using a Likert scale to quantify responses .

Peer score transparency can increase academic pressure among accounting students by heightening stress and competition. This can negatively impact students' well-being, leading to an increased feeling of stress and unhealthy competition .

Self-efficacy impacts undergraduate students' future professional integrity by potentially affecting their inclination towards academic dishonesty. High self-efficacy beliefs are crucial in fostering ethical behavior, reducing the likelihood of dishonest acts that can later translate to professional settings .

Accountancy students may perceive transparent grading systems as both motivating and stressful. Although intended to drive accountability, such systems may induce stress and competition, which can influence their academic performance and motivation. The study investigates these perceptions to balance motivation with well-being .

The year level may significantly influence students' perceptions of stress related to academic performance. These perceptions affect how students manage pressures from score transparency and competition, particularly in intensive programs like accountancy .

The study examines whether significant differences exist in self-efficacy and academic dishonesty across various academic year levels among accountancy students. Understanding these differences helps identify trends and formulate strategies to mitigate dishonesty by enhancing self-efficacy .

Stress and self-esteem are closely related to academic competition in accounting environments. Transparent grade reporting can increase stress, impacting self-esteem negatively, which in turn affects competition levels among students. This complex relationship requires balancing transparency and supportive educational practices .

Factors such as gender and year of study potentially influence the psychological effects of score transparency, influencing how students perceive stress, self-esteem, and competition. The study aims to explore these differences to understand better how transparency in grading affects academic motivation and performance based on these demographics .

Academic dishonesty among accountancy students varies across different year levels. The study aims to determine whether there is a significant difference in the levels of academic dishonesty between students at different college year levels, as part of its exploration of self-efficacy and its relationship with dishonest practices .

The relationship between self-efficacy and academic dishonesty is investigated under the premise that a student's belief in their ability to succeed (self-efficacy) may influence their likelihood to engage in dishonest practices. The study seeks to explore how self-efficacy levels correlate with incidents of academic dishonesty among accountancy students .

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