Akademsko varanje na tehničkim fakultetima: uloga motivacije za učenje i kontekstualnih faktora

master's thesis

• Title (english): Academic cheating at engineering faculties: the role of learning motivation and contextual fators
• Author: Barbara Bunoza
• Mentor: Nina Pavlin Bernardić (mentor)
• Committee member: Željka Kamenov (predsjednik povjerenstva)
• Committee member: Nina Pavlin Bernardić (član povjerenstva)
• Committee member: Ena Uzelac (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Psychology); Zagreb
• Defense date and country: 2019-09-30, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; General Psychology

Abstract

Cilj ovog istraživanja bio je ispitati odnos motivacijskih varijabli (ciljeva postignuća, samoefikasnosti, samoefikasnosti u samoregulaciji) i kontekstualnih faktora s aktivnim varanjem na ispitima na tehničkim fakultetima Sveučilišta u Zagrebu. U istraživanju su sudjelovali studenti triju fakulteta tehničkih usmjerenja Sveučilišta u Zagrebu (N=398). Sudionici su ispunjavali Skalu ciljeva postignuća, Skalu samoefikasnosti, Skalu samoefikasnosti u samoregulaciji učenja, Skalu kontekstualnih razloga varanja i Skalu učestalosti varanja. Za potrebe ovog istraživanja kao zavisna varijabla koristilo se samo aktivno varanje jer se faktorskom analizom pokazalo da je mali broj čestica (dvije) zasićen pasivnim varanjem te stoga ono nije razmatrano. U aktivnom varanju studenti pokušavaju saznati potrebne informacije na nedopušten način kako bi osigurali bolji vlastiti uspjeh, najčešće prepisivanjem od drugih. Rezultati su pokazali da je aktivno varanje pozitivno povezano s ciljem izbjegavanja rada, percepcijom varanja drugih i kontekstualnim razlozima varanja. Negativno je povezano s ciljem ovladavanja uključivanjem, samoefikasnošću u samoregulaciji, prosjekom ocjena u prošloj godini i percepcijom kazne. Utvrđeno je da nema razlike u aktivnom varanju kao ni u procjeni kontekstualnih faktora među studentima različitih godina studiranja. Provjera inkrementalne valjanosti kontekstualnih faktora povrh motivacijskih varijabli pokazala je da kontekstualni faktori objašnjavaju dodatnih 30 % varijance varanja, što zajedno s motivacijskim varijablama čini ukupno 43 % objašnjene varijance.

Abstract (english)

The aim of this study was to examine the relationship between motivational factors (achievement goals, self-efficacy and self-efficacy for self-regulated learning) and contextual factors with self-reported active cheating at the University of Zagreb. The participants in the study were 398 students of enginerering faculties. They have completed Achievement Goal Orientation Scale, Self-Efficacy Scale, Self-Efficacy for Self-Regulated Learning Scale, Contextual Reasons for Cheating Scale and Cheating Scale. In this research, only active cheating has been used as a dependent variable beacause factor analysis has shown that only two items have been saturated with passive cheating. Active cheating means students are trying to find out the information using forbidden ways such as transcripting from another student during exam. Active cheating was found to be positively correlated with work-avoidance goal, perceived peer cheating and contextual reasons for cheating. It has negatively correlated with mastery approach goal, self-efficacy for self-regulated learning, GPA and perception of punishment. There has been no significant difference in active cheating and contextual reasons for cheating between the students of different college year. Incremental validity examination has shown that contextual factors explain extra 30 % of active cheating variance that goes up to 43 % when it is examined together with motivational variables.

• Keywords: akademsko varanje; motivacija za učenje; kontekstualni faktori
• Keywords (english): academic cheating; learning motivation; contextual factors
• Language: croatian
• URN:NBN: urn:nbn:hr:131:726167
• Study programme: Title: Psychology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2019-10-28 09:51:32