Volume 16, Issue 1 And 1 (3-2023)
IJMEHM 2023, 16(1 And 1): 77-93 |
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Ghaffari M, Esmali A, Abdolmanafi V, Aligolipour M. Designing a Structural Model for Academic Cheating in Medical Students Based on Moral Metacognition, Moral Identity, and Moral Potency. IJMEHM 2023; 16 (1 and 1) : 7
URL: http://ijme.tums.ac.ir/article-1-6598-en.html
URL: http://ijme.tums.ac.ir/article-1-6598-en.html
1- Assistant Professor, Department of Psychology, Faculty of Psychology & Educational Sciences, Payame Noor University (PNU), Tehran, Iran
2- Associate Professor, Department of Psychology, Faculty of Humanities, Maraghe University, Maraghe, Iran
3- MA in Clinical Psychology, Shahid Beheshti University, Tehran, Iran
4- Instructor, Department of Nursing, Maraghe University of Medical Sciences, Maraghe, Iran
2- Associate Professor, Department of Psychology, Faculty of Humanities, Maraghe University, Maraghe, Iran
3- MA in Clinical Psychology, Shahid Beheshti University, Tehran, Iran
4- Instructor, Department of Nursing, Maraghe University of Medical Sciences, Maraghe, Iran
Abstract: (284 Views)
The prevalence of academic cheating in educational centers and institutions leads to inefficiency and incapacity of graduates. Accordingly, the current study aimed to design a structural model for academic cheating in medical students based on moral metacognition, moral identity, and moral potency. This correlational study was done using structural equation modeling. The statistical population of the study included the students of Tabriz University of Medical Sciences in 2022, and 350 students were selected for the study using simple random sampling method. Data were collected through the Academic Cheating Scale (ACS) (Parks-Leduc, Guay and Mulligan, 2022), Moral Metacognition Scale (McMahon and Good, 2016), Moral Identity Questionnaire (MIQ) (Black & Reynolds, 2016), and Moral Potency Questionnaire (Hannah and Avolio, 2010). Data were analyzed using Bootstrap, Sobel, and Pearson’s correlation coefficient tests via SPSS and AMOS, version 24. The results indicated that the direct effect of moral potency (-0.34), moral identity (-0.25), and moral metacognition (-0.29) was significant on estimating academic cheating in students. The indirect effect of moral identity (-1.97) and moral metacognition (-2.06) with the mediating role of moral potency on students’ academic cheating was significant. Considering the mediating effect of moral potency in the academic cheating model, it seems that moral potency plays a role in increasing the effects of moral metacognition and moral identity on reducing academic cheating.
Article number: 7
Type of Study: Research |
Subject:
Ethics in Medical Education
Received: 2023/07/6 | Accepted: 2024/02/3 | Published: 2023/03/30
Received: 2023/07/6 | Accepted: 2024/02/3 | Published: 2023/03/30
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