نوع مقاله : مقاله پژوهشی
نویسندگان
دانشگاه فرهنگیان
چکیده
کلیدواژهها
عنوان مقاله [English]
The present study is a descriptive-correlational investigation conducted to determine the relationship between academic moral resilience and both academic conscientiousness and academic dishonesty among a sample of female student-teachers at Farhangian University. In this research, 180 female student-teachers in basic sciences fields were selected using random cluster sampling. The variables were measured using the Academic Moral Resilience Questionnaire (Rahpeyma et al., 2019), the Academic Conscientiousness Scale (McIlroy & Bunting, 2002), and the Academic Dishonesty Scale (McCabe & Trevino, 1996). Statistical data analysis was performed using SPSS software version 24 and the stepwise regression method.
The results of the analysis revealed a significant negative relationship between academic dishonesty and academic moral resilience (r = [Value], p < [Value]), as well as a significant negative relationship between academic conscientiousness and academic dishonesty (r = [Value], p < [Value]). Furthermore, the relationship between academic conscientiousness and academic moral resilience was positive and significant (r = [Value], p < [Value]).
The results of the hierarchical regression analysis also indicated that academic conscientiousness is the strongest predictor of academic moral resilience; however, in the presence of the academic conscientiousness variable, academic dishonesty lacked a significant incremental contribution in predicting moral resilience. This suggests that while academic dishonesty demonstrates a significant bivariate correlation with moral resilience, its predictive utility is largely mediated through its relationship with academic conscientiousness. The dominance of academic conscientiousness in the regression model highlights its fundamental role as a core psychological resource that enables students to navigate ethical challenges in academic settings.
The broader aim of this research is to lay the groundwork for future experimental studies concerning the investigated variables, in order to examine the effectiveness of interventions focused on enhancing academic conscientiousness and reducing dishonesty on academic moral resilience. Specifically, future research should develop and validate targeted intervention programs that integrate principles of cognitive-behavioral therapy and ethical education. Such initiatives could include structured workshops focused on developing self-regulation skills, case-based learning scenarios addressing ethical dilemmas, and mentorship programs designed to reinforce academic integrity values. These evidence-based approaches would provide valuable insights into the causal relationships between these constructs and offer practical strategies for educational institutions seeking to foster moral development.
کلیدواژهها [English]
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