| Abstract | Varanje u akademskom okruženju relativno je često te Smyth i Davis (2004) navode kako je čak 45% američkih studenata izjavilo da su na neki način varali. Razvojem novih informatičkih tehnologija, sve više fakulteta se odlučuje da dio nastave održavaju online, a čak 73.6% studenata izjavljuje kako im se čini da je lakše varati online, nego uživo (King i sur., 2009). Također, u istraživanjima je utvrđeno da je osjećaj moralne odgovornosti studenata povezan s akademskim varanjem (Stephens i sur., 2007), a utvrđeno je i da je varanje studenata povezano s nekim osobinama mračne trijade (Esteves i sur., 2020).
U Hrvatskoj se zbog pandemije COVID-19 povećao broj online predavanja, a tako i prilika za online varanjem te iz toga proizlazi cilj ovog istraživanja, a to je ispitati je li akademsko varanje kod studenata prisutnije kada se nastava odvija online ili kada se odvija uživo te ispitati odnos moralnog rasuđivanja i osobina mračne trijade s akademskim varanjem. U online istraživanju sudjelovao je 191 student (70% studentica i 30% studenata) s raznih fakulteta u Hrvatskoj. Podaci o akademskom varanju prikupljeni su Upitnikom o akademskom nepoštenju (Academic Dishonesty Assessment; Watson i Sottile, 2020). Osim toga, u istraživanju se koristio Test moralnog rasuđivanja (Proroković, 2016), kao i Kratka skala Mračne trijade (Jones i Paulhus, 2014). Provjerena je faktorska struktura Upitnika o akademskom nepoštenju te je utvrđena dvofaktorska struktura, a utvrđeni faktori su varanje na ispitu i plagiranje i to za oba tipa nastave (uživo i online). Nadalje, rezultati ukazuju na to da su studenti značajno češće varali na ispitima tijekom online nastave, u usporedbi s nastavom uživo, dok za faktor plagiranja nije dobivena značajna razlika. Osim toga, utvrđena je značajna negativna povezanost indeksa moralnog rasuđivanja i akademskog varanja na ispitu tijekom nastave uživo te tijekom online nastave. S druge strane, nije utvrđena značajna povezanost indeksa moralnog rasuđivanja i plagiranja, neovisno o tipu nastave (uživo ili online). Također, utvrđena je značajna pozitivna povezanost između makijavelizma i varanja na ispitu tijekom online nastave. Nadalje, psihopatija je značajno pozitivno povezana s varanjem na ispitu i plagiranjem tijekom nastave uživo te s plagiranjem tijekom online nastave, dok je narcizam značajno povezan samo s plagiranjem tijekom online nastave. Naposljetku, utvrđeno je da više razine indeksa moralnog rasuđivanja doprinose smanjenoj vjerojatnosti varanja na ispitu tijekom online nastave. S druge strane, nije utvrđen doprinos indeksa moralnog rasuđivanja u objašnjenju varijabiliteta akademskog varanja na ispitu tijekom nastave uživo, kao ni plagiranja tijekom nastave uživo i online nastave. Također, nije utvrđen značajan doprinos osobina mračne trijade (makijavelizam, narcizam i psihopatija) akademskom varanju na ispitu i plagiranju tijekom nastave uživo i online nastave. |
| Abstract (english) | Cheating in the academic environment is relatively common, and Smyth and Davis (2004) state that as many as 45% of American students stated that they had cheated in some way. With the development of new IT technologies, more and more faculties are deciding to hold part of their classes online, and as many as 73.6% of students declare that it seems easier to cheat online than live (King et al., 2009). Also, research has found that students' sense of moral responsibility is related to academic cheating (Stephens et al., 2007), and it has also been found that student cheating is related to some traits of the dark triad (Esteves et al., 2020). In Croatia, due to the COVID-19 pandemic, the number of online lectures has increased, as well as the opportunity for online cheating, and the goal of this research follows from this, which is to examine whether academic cheating among students is more present when classes take place online or when they take place live and examine the relationship of moral reasoning and dark triad traits with academic cheating. 191 students (70% female students and 30% male students) from various faculties in Croatia participated in the online survey. Data on academic cheating were collected by the Academic Dishonesty Assessment (Watson and Sottile, 2020). In addition, the research used the Test of Moral Reasoning (Proroković, 2016), as well as the Short Scale of the Dark Triad (Jones and Paulhus, 2014). The factor structure of the Questionnaire on academic dishonesty was checked and a two-factor structure was determined, and the determined factors were cheating on the exam and plagiarism for both types of classes (live and online). Furthermore, the results indicate that students cheated significantly more often on exams during online classes, compared to live classes, while no significant difference was obtained for the plagiarism factor. In addition, a significant negative correlation was found between the index of moral reasoning and academic cheating on the exam during live classes and during online classes. On the other hand, there was no significant correlation between the index of moral reasoning and plagiarism, regardless of the type of class (live or online). Also, a significant positive correlation was found between Machiavellianism and cheating on the exam during online classes. Furthermore, psychopathy is significantly positively related to exam cheating and plagiarism during live classes and plagiarism during online classes, while narcissism is significantly related only to plagiarism during online classes. Finally, higher levels of the moral reasoning index were found to contribute to a reduced likelihood of cheating on the exam during online classes. On the other hand, the contribution of the moral reasoning index in explaining the variability of academic cheating on the exam during live classes, as well as plagiarism during live classes and online classes, was not determined. Also, no significant contribution of dark triad traits (Machiavellianism, narcissism and psychopathy) to academic cheating on the exam and plagiarism during live and online classes was found. |
