Percepción hacia la deshonestidad académicaPropiedades psicométricas de un instrumento de medida para estudiantes universitarios

  1. Ordóñez Camacho, Xavier Giovanni 1
  2. Romero Martínez, Sonia Janeth 2
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Revista:
Etic@net: Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento

ISSN: 1695-324X

Año de publicación: 2021

Volumen: 21

Número: 1

Páginas: 115-140

Tipo: Artículo

DOI: 10.30827/ETICANET.V21I1.16162 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Etic@net: Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento

Resumen

La Deshonestidad Académica (DA) es una de las grandes dificultades que está teniendo la universidad en la formación de futuros profesionales pues es uno de los problemas éticos que más se está acrecentando en la actualidad. Debido a la ausencia de instrumentos con propiedades psicométricas adecuadas para evaluar la DA, el presente trabajo tiene como objetivo desarrollar y analizar las propiedades de medida de un test que mide la percepción de los alumnos frente a acciones que implican DA en el ámbito universitario, llamado Percepciones hacia la Deshonestidad Académica (PDA). En los resultados se constata que el PDA tiene una fiabilidad apropiada. Se presentan evidencias de validez de constructo de las puntuaciones en una amplia muestra de estudiantes universitarios españoles. Contar con un instrumento de medida fiable y con evidencias de validez puede servir a los investigadores del área para diseñar propuestas de intervención que fortalezcan la integridad académica a nivel universitario.

Referencias bibliográficas

  • Abou Naaj, M., & Nachouki, M. (2019). Academic Dishonesty in Computer and Mathematics Assignments: A comparative Study. International Journal of Engineering and Advanced Technology, 8(6S3), 227-232. https://doi.org/10.35940/ijeat.F1037.0986S319
  • Bacon, A. M., McDaid, C., Williams, N., & Corr, P. J. (2020). What Motivates Academic Dishonesty in Students? A Reinforcement Sensitivity Theory Explanation. British Journal of Educational Psychology, 90(1), 152-166. https://doi.org/10.1111/bjep.12269
  • Bashir, H., & Bala, R. (2018). Development and Validation of Academic Dishonesty Scale (ADS): Presenting a Multidimensional Scale. International Journal of Instruction, 11(2), 57-74. https://doi.org/10.12973/iji.2018.1125a
  • Basto, M., & Pereira, J. (2012). An SPSS R-Menu for Ordinal Factor Analysis. Journal of Statistical Software, 46(4), 1–29. https://doi.org/10.18637/jss.v046.i04
  • Bolseguí, M., & Fuguet Smith, A. (2006). Cultura de evaluación: Una aproximación conceptual. Investigación y Postgrado, 21(1), 77-98.
  • Bourassa, M. J. (2011). Academic Dishonesty: Behaviors and Attitudes of Students at Church-related Colleges and Universities [University of Toledo]. https://etd.ohiolink.edu/!etd.send_file?accession=toledo1302301033&disposition=inline
  • Brent, E., & Curtis, A. (2011). Accounting for Cheating: An Evolving Theory and Emergent Themes. Research in Higher Education, 52, 640-658. https://doi.org/10.1007/s11162-010-9212-1
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd edition). Guilford publications.
  • Brown, T. A., & Moore, M. T. (2014). Confirmatory Factor Analysis. En R. H. Hoyle (Ed.), Handbook of Structural Equation Modeling (pp. 361–379). The Guilford Press.
  • Carrillo, M. V., González, D. C., & Verdezoto, R. H. (2019). El plagio académico percibido por los estudiantes de la Modalidad a Distancia de la UIDE. Espíritu Emprendedor TES, 3(1), 25-35. https://doi.org/10.33970/eetes.v3.n1.2019.125
  • Comas, R., Sureda, J., Casero, A., & Morey, M. (2011). La integridad académica entre el alumnado universitario español. Estudios pedagógicos, 37(1), 207-225. https://doi.org/10.4067/S0718-07052011000100011
  • Correa, M. (2011). Academic Dishonesty in the Second Language Classroom: Instructors’ Perspectives. Modern Journal of Language Teaching Methods, 1(1), 65-79.
  • Diez-Martínez, E. (2015). Deshonestidad académica de alumnos y profesores: Su contribución en la desvinculación moral y corrupción social. Sinéctica, 44, 1-17.
  • DiStefano, C., & Morgan, G. (2014). A Comparison of Diagonal Weighted Least Squares Robust Estimation Techniques for Ordinal Data. Structural Equation Modeling A Multidisciplinary Journal, 21(3), 425-438. https://doi.org/10.1080/10705511.2014.915373
  • Ehrich, J., Howard, S., Tognolini, J., & Bokosmaty, S. (2015). Measuring Attitudes Toward Plagiarism: Issues and Psychometric Solutions. Journal of Applied Research in Higher Education, 7(2), 243-257. https://doi.org/10.1108/JARHE-02-2014-0013
  • Ercegovac, Z., & Richardson, J. V. (2004). Academic Dishonesty, Plagiarism Included, in the Digital Age: A Literature Review. College & Research Libraries, 65(4), 301-318. https://doi.org/10.5860/crl.65.4.301
  • Eshet, Y., Grinautsky, K., Peled, Y., & Barczyk, C. (2014). No More Excuses—Personality Traits and Academic Dishonesty in Online Courses. Journal of Statistical Science and Application, 2, 111-118. https://doi.org/10.17265/2328-224X/2014.03.004
  • Ferrando, P. J., & Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación en psicología. Papeles del Psicólogo, 31(1), 18-33.
  • Gadermann, A., Guhn, M., & Zumbo, B. (2012). Estimating ordinal reliability for Likert-type and ordinal item response data: A conceptual, empirical, and practical guide. Practical Assessment, Research & Evaluation, 17(3), 1-13. https://doi.org/10.7275/n560-j767
  • Gallent, C., & Tello, I. (2019). Percepción docente sobre el ciberplagio académico en el marco de la enseñanza universitaria online. IN-RED 2019. V Congreso de Innovación Educativa y Docencia en Red, 1716-1728. https://doi.org/10.4995/INRED2019.2019.10383
  • Gokmenoglu, T. (2017). A Review of Literature: Plagiarism in the Papers of Turkish Context. Higher Education Studies, 7(3), 161-170. https://doi.org/10.5539/hes.v7n3p161
  • González, D. C. (2018). Deshonestidad académica, desempeño y diferencias individuales [Universidade de Santiago de Compostela]. https://minerva.usc.es/xmlui/bitstream/handle/10347/17425/rep_1634.pdf
  • Harman, H. H., & Jones, W. H. (1966). Factor analysis by minimizing residuals (minres). Psychometrika, 31(3), 351-368. https://doi.org/10.1007/BF02289468
  • Harris, R. A. (2001). The plagiarism handbook: Strategies for preventing, detecting, and dealing with plagiarism. Los Angeles, CA : Pyrczak Publishing.
  • Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30(2), 179-185. https://doi.org/10.1007/BF02289447
  • IBM Corp. (2016). IBM SPSS Statistics for Windows, Version 24.0. IBM Corp.
  • ICAI. (2014). The fundamental values of academic integrity (2nd ed.). https://www.academicintegrity.org/fundamental-values/
  • Ives, B., & Giukin, L. (2020). Patterns and Predictors of Academic Dishonesty in Moldovan University Students. Journal of Academic Ethics, 18(1), 71-88. https://doi.org/10.1007/s10805-019-09347-z
  • Jones, D. L. R. (2011). Academic Dishonesty: Are More Students Cheating?: Business Communication Quarterly, 74(2), 141-150. https://doi.org/10.1177/1080569911404059
  • Kiekkas, P., Michalopoulos, E., Stefanopoulos, N., Samartzi, K., Krania, P., Giannikopoulou, M., & Igoumenidis, M. (2020). Reasons for academic dishonesty during examinations among nursing students: Cross-sectional survey. Nurse Education Today, 86(104314), 1-7. https://doi.org/10.1016/j.nedt.2019.104314
  • Kolb, K., Longest, K., & Singer, A. (2015). Choosing Not to Cheat: A Framework to Assess Students’ Rationales for Abiding by Academic Integrity Policies. International Journal for the Scholarship of Teaching and Learning, 9(1), 1-21. https://doi.org/10.20429/ijsotl.2015.090109
  • Krou, M. R., Acee, T. W., Pino, N. W., & Hoff, M. A. (2019). Rationalizing the Decision to Cheat: An Empirical Analysis to Determine Whether Social Rational Orientation Can Predict Academic Dishonesty. Journal of College and Character, 20(1), 9-24. https://doi.org/10.1080/2194587X.2018.1559196
  • León, O. G., & Montero García-Celay, I. (2015). Métodos de investigación en psicología y educación: Las tradiciones cuantitativa y cualitativa (Cuarta). McGraw-Hill. https://dialnet.unirioja.es/servlet/libro?codigo=580937
  • Lim, V. K. G., & See, S. K. B. (2001). Attitudes Toward, and Intentions to Report, Academic Cheating Among Students in Singapore. Ethics & Behavior, 11(3), 261-274. https://doi.org/10.1207/S15327019EB1103_5
  • Lin, C.-H. S., & Wen, L.-Y. M. (2007). Academic dishonesty in higher education—A nationwide study in Taiwan. Higher Education, 54(1), 85-97. https://doi.org/10.1007/s10734-006-9047-z
  • Luzuriaga, I. (1998). La inteligencia contra si misma: El niño que no aprende. Biblioteca Nueva.
  • Marsden, H., Carroll, M., & Neill, J. T. (2005). Who cheats at university? A self-report study of dishonest academic behaviours in a sample of Australian university students. Australian Journal of Psychology, 57(1), 1-10. https://doi.org/10.1080/00049530412331283426
  • Mavrinac, M., Brumini, G., Bilić-Zulle, L., & Petrovečki, M. (2010). Construction and Validation of Attitudes Toward Plagiarism Questionnaire. Croatian Medical Journal, 51(3), 195-201. https://doi.org/10.3325/cmj.2010.51.195
  • McCabe, D. L., Trevino, L., & Butterfield, K. D. (2001). Cheating in Academic Institutions: A Decade of Research. Ethics & Behavior, 11(3), 219-232. https://doi.org/10.1207/S15327019EB1103_2
  • Meng, C. L., Othman, J., D’Silva, J. L., & Omar, Z. (2014). Influence of Neutralization Attitude in Academic Dishonesty among Undergraduates. International Education Studies, 7(6), 66-73. https://doi.org/10.5539/ies.v7n6p66
  • Mujer-Quintos, M. A. (2017). How Prevalent are Acts of Academic Dishonesty and Who are the Perpetrators when Cheating is defined by the Student Body? Asia Pacific Journal of Multidisciplinary Research, 5(3), 1-9.
  • Nehls, K. (2014). Academic Dishonesty in Online Courses. En M. Orleans (Ed.), Cases on Critical and Qualitative Perspectives in Online Higher Education (pp. 472-488). IGI Global. https://doi.org/10.4018/978-1-4666-5051-0.ch024
  • Orim, S.-M. I. (2017). Conceptual Review of Literature on Student Plagiarism: Focusing on Nigerian Higher Education Institutions. World Journal of Educational Research, 4(1), 216-256. https://doi.org/10.22158/wjer.v4n1p216
  • Orosz, G., Tóth-Király, I., Bőthe, B., Kusztor, A., Kovács, Z. Ü., & Jánvári, M. (2015). Teacher enthusiasm: A potential cure of academic cheating. Frontiers in Psychology, 6(318), 1-12. https://doi.org/10.3389/fpsyg.2015.00318
  • O’Rourke, J., Barnes, J., Deaton, A., Fulks, K., Ryan, K., & Rettinger, D. A. (2010). Imitation Is the Sincerest Form of Cheating: The Influence of Direct Knowledge and Attitudes on Academic Dishonesty. Ethics & Behavior, 20(1), 47-64. https://doi.org/10.1080/10508420903482616
  • Peters, G.-J. Y. (2018). userfriendlyscience: Quantitative analysis made accessible. https://doi.org/10.17605/osf.io/txequ
  • Qaisar, S., Rashid, S., & Dogar, A. H. (2016). Exploring the Attitudes of Undergraduate Students towards Plagiarism in Public and Private Institutions. Global Regional Review, 1(1), 243-259. https://doi.org/10.31703/grr.2016(I-I).19
  • R Core Team. (2016). R: A Language and Environment for Statistical Computing. R Foundation for Statistical Computing. http://www.R-project.org/
  • Raîche, G., Walls, T. A., Magis, D., Riopel, M., & Blais, J.-G. (2013). Non-Graphical Solutions for Cattell’s Scree Test. Methodology, 9(1), 23-29. https://doi.org/10.1027/1614-2241/a000051
  • Rezanejad, A., & Rezaei, S. (2013). Academic Dishonesty at Universities: The Case of Plagiarism Among Iranian Language Students. Journal of Academic Ethics, 11(4), 275-295. https://doi.org/10.1007/s10805-013-9193-8
  • Rezanejad, A., & Rezaei, S. (2015, diciembre 17). Exploring the Attitude and Reasons for Academic (Dis)Honesty among Undergraduate Students. SELT Conference, Sharif University of Technology, Tehran, Iran.
  • Río, A., Durán, M., Ferraces, M. J., & Rodríguez, M. (2019). Variables clave para una intervención eficaz en deshonestidad académica. Ciencias Psicológicas, 13(2), 356-366. https://doi.org/10.22235/cp.v13i2.1892
  • Rosseel, Y. (2012). lavaan: An R Package for Structural Equation Modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02
  • Ruiz Díaz, M. Á., Pardo Merino, A., & San Martín Castellanos, R. (2010). Modelos de ecuaciones estructurales. Papeles del psicólogo, 31(1), 34-45.
  • Sattler, S., Wiegel, C., & Veen, F. van. (2017). The use frequency of 10 different methods for preventing and detecting academic dishonesty and the factors influencing their use. Studies in Higher Education, 42(6), 1126-1144. https://doi.org/10.1080/03075079.2015.1085007
  • Shaghaghi, M., & Vasfi, M. (2019). An Investigation into the Underpinning Factors of Plagiarism among Universities in Iran. Libri, 69, 201-212. https://doi.org/10.1515/libri-2017-0100
  • Shakeel, S., Iffat, W., Quds, T., Tanveer, N., & Hassan, S. (2013). Pervasiveness of Scholastic Duplicity and Plagiarism among the Pharmacy Students in Pakistan. International Journal of Sciences: Basic and Applied Research (IJSBAR), 12(1), 167-175.
  • Soroya, M. S., Hashmi, M. A., & Soroya, S. H. (2016). Academic Integrity: Effects of Demographic Variables on Students’ Conduct. South Asian Studies, 31(2), 27-43.
  • Stonecypher, K., & Willson, P. (2014). Academic Policies and Practices to Deter Cheating in Nursing Education. Nursing Education Perspectives, 35(3), 167-179. https://doi.org/10.5480/12-1028.1
  • Sureda, J., Comas, R., & Morey, M. (2009). Las causas del plagio académico entre el alumnado universitario según el profesorado. Revista iberoamericana de educación, 50, 197-220.
  • Sureda-Negre, J., Cerdá-Navarro, A., Calvo-Sastre, A., & Forgas, R. C. (2020). Las conductas fraudulentas del alumnado universitario español en las evaluaciones: Valoración de su gravedad y propuestas de sanciones a partir de un panel de expertos. Revista de Investigación Educativa, 38(1), 201-219. https://doi.org/10.6018/rie.358781
  • Sureda-Negre, J., Reynes-Vives, J., & Comas-Forgas, R. (2016). Reglamentación contra el fraude académico en las universidades españolas. Revista de la Educación Superior, 45(178), 31-44. https://doi.org/10.1016/j.resu.2016.03.002
  • Thomas, A., & De Bruin, G. (2012). Student academic dishonesty: What do academics think and do and what are the barriers to action? African Journal of Business Ethics, 6, 13-24. https://doi.org/10.4103/1817-7417.104698
  • Thomas, D. (2017). Factors That Explain Academic Dishonesty Among University Students in Thailand. Ethics & Behavior, 27(2), 140-154. https://doi.org/10.1080/10508422.2015.1131160
  • Tindall, I. K., & Curtis, G. J. (2020). Negative Emotionality Predicts Attitudes Toward Plagiarism. Journal of Academic Ethics, 18(1), 89-102. https://doi.org/10.1007/s10805-019-09343-3
  • Ünal, E. (2011). Examining the relationship between pre-service teachers’ ethical reasoning levels and their academic dishonesty levels: A structural equation modelling approach. Educational Research and Reviews, 6(19), 983-992. https://doi.org/10.5897/ERR11.259
  • Yazici, A., Yazici, S., & Erdem, M. S. (2011). Faculty and student perceptions on college cheating: Evidence from Turkey. Educational Studies, 37(2), 221-231. https://doi.org/10.1080/03055698.2010.506321
  • Zumbo, B., Gadermann, A., & Zeisser, C. (2007). Ordinal Versions of Coefficients Alpha and Theta for Likert Rating Scales. Journal of Modern Applied Statistical Methods, 6(1), 21-29. https://doi.org/10.22237/jmasm/1177992180