| Abstract | U ovom diplomskom radu cilj je bio istraţiti neke od prediktora akademskog nepoštenja te utvrditi koje varijable više doprinose akademskom nepoštenju kod studenata u Hrvatskoj. U istraţivanju je sudjelovalo 532 studenata sa sveučilišta, veleučilišta i visokih škola diljem Hrvatske. Za potrebe istraţivanja upotrijebljeno je šest mjernih instrumenata koji uključuju sljedeće varijable: demografski faktori (spol, dob, godina studija), motivacijske faktore (akademsku samoefikasnost), značajke ličnosti (poštenje-poniznost, potreba za postignućem) te kontekstualne faktore (percipirani stres, percipirana socijalna pravda, normativna prihvatljivost akademskog nepoštenja). Upitnici koji su upotrebljavani u ovom istraţivanju jesu: Subskala o učestalosti varanja (Petrak i Bartolac 2014), Upitnik percepcije socijalne pravednosti za odrasle (Druţić Ljubotina, 2007), Skala akademske samoefikasnosti (Pintrich, Smith, Garcia i McKeachie, 1993), Subskala HEXACO 100 dimenzija poštenja (Ashton i Lee, 2005), Skala potrebe za postignućem (Eisenberger i sur., 2005), Skala percipiranoga stresa (Hudek-Kneţević i sur. 1999) te subskala o prihvatljivosti varanja (Petrak i Bartolac, 2014). Metodom hijerarhijsko regresijske analize ukupna proporcija varijance kriterija prediktorima moţe se objasniti s 40,9%. Značajni prediktori koji su također imali značajni inkrementalni doprinos jesu varijable poštenje-poniznost i normativna prihvatljivost akademskog nepoštenja. |
| Abstract (english) | The aim of this paper, was to investigate some of the predictors of academic dishonesty among students in Croatia. The study included 532 students from universities and colleges across the Croatia. For the purposes of the research, 6 measuring instruments were used, which include the following variables: demographic variables (gender, age, year of study, type of study), motivational factors (academic self-efficacy), personality traits (honesty-humility, need for achievement) and contextual factors (perceived stress, perceived social justice, normative acceptability of academic dishonesty). The researche was conducted by using questionnaires: Cheating frequency subscale (Petrak and Bartolac, 2014), Questionnaire of perception of social justice for adults (Druţić Ljubotina, 2007), Scale of
academic self-efficiency (Pintrich, Smith, Garcia and McKeachie, 1993), Subscale HEXACO 100 dimensions of honesty (Ashton i Lee, 2005), Scale of need for achievement (Eisenberger et al., 2005), the Perceived Stress Scale (Hudek-Kneţević et al. 1999) and Subscale of acceptability of academic dishonesty (Petrak and Bartolac, 2014). By the method of hierarchical regression analysis, the total proportion of criterion variance by predictors can be explained with 40.9%. Significant predictors that also had a significant incremental contribution were the honesty-humility and the normative acceptability of academic dishonesty. |
