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Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning
This study discusses the mediating role of statistics anxiety and motivation in the relationship comprising academic dishonesty, personality traits, and previous academic achievements in three different learning environments (Face to Face -F2F, Planned Online Environment – POE, and Emergency Remote...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Nature Singapore
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9527091/ http://dx.doi.org/10.1007/s40979-022-00117-w |
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author | Eshet, Yovav Steinberger, Pnina Grinautsky, Keren |
author_facet | Eshet, Yovav Steinberger, Pnina Grinautsky, Keren |
author_sort | Eshet, Yovav |
collection | PubMed |
description | This study discusses the mediating role of statistics anxiety and motivation in the relationship comprising academic dishonesty, personality traits, and previous academic achievements in three different learning environments (Face to Face -F2F, Planned Online Environment – POE, and Emergency Remote Teaching – ERT). Self-determination theory (SDT) provides a broad psychological framework for these phenomena. Data were collected from 649 bachelor-degree students in the Social Sciences in five Israeli academic institutions. Structural equation modelling was employed to investigate the research variables’ relationships. Findings indicate that statistics anxiety mediates the relationship between personality traits and academic dishonesty in the POE and the ERT learning environments. Findings also indicate the relationship between students’ achievements and academic dishonesty, but only in the ERT learning environment. In contrast, motivation mediates the relationship between students’ achievements and statistics anxiety only in the POE learning environment. This study unveils that learning environments determine the mediating role of statistical anxiety. In digital learning environments (POE, ERT), mediation has been found between students’ personality traits and academic dishonesty. No similar parallel mediation could be established in the physical learning environment, F2F. Thus, we conclude that online courses should be designed according to student-centred approaches. |
format | Online Article Text |
id | pubmed-9527091 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer Nature Singapore |
record_format | MEDLINE/PubMed |
spelling | pubmed-95270912022-10-03 Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning Eshet, Yovav Steinberger, Pnina Grinautsky, Keren Int J Educ Integr Original Article This study discusses the mediating role of statistics anxiety and motivation in the relationship comprising academic dishonesty, personality traits, and previous academic achievements in three different learning environments (Face to Face -F2F, Planned Online Environment – POE, and Emergency Remote Teaching – ERT). Self-determination theory (SDT) provides a broad psychological framework for these phenomena. Data were collected from 649 bachelor-degree students in the Social Sciences in five Israeli academic institutions. Structural equation modelling was employed to investigate the research variables’ relationships. Findings indicate that statistics anxiety mediates the relationship between personality traits and academic dishonesty in the POE and the ERT learning environments. Findings also indicate the relationship between students’ achievements and academic dishonesty, but only in the ERT learning environment. In contrast, motivation mediates the relationship between students’ achievements and statistics anxiety only in the POE learning environment. This study unveils that learning environments determine the mediating role of statistical anxiety. In digital learning environments (POE, ERT), mediation has been found between students’ personality traits and academic dishonesty. No similar parallel mediation could be established in the physical learning environment, F2F. Thus, we conclude that online courses should be designed according to student-centred approaches. Springer Nature Singapore 2022-10-03 2022 /pmc/articles/PMC9527091/ http://dx.doi.org/10.1007/s40979-022-00117-w Text en © The Author(s) 2022, corrected publication 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis 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/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://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. |
spellingShingle | Original Article Eshet, Yovav Steinberger, Pnina Grinautsky, Keren Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning |
title | Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning |
title_full | Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning |
title_fullStr | Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning |
title_full_unstemmed | Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning |
title_short | Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning |
title_sort | does statistics anxiety impact academic dishonesty? academic challenges in the age of distance learning |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9527091/ http://dx.doi.org/10.1007/s40979-022-00117-w |
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