Individual differences and counterproductive academic behaviors in high school
Dámaris Cuadrado1, Jesús F Salgado1, Silvia Moscoso1
1Department of Political Science and Sociology, University of Santiago de Compostela, Santiago de Compostela, Spain.
Plos One
|September 11, 2020
Summary
Counterproductive academic behaviors (CAB) are common among Spanish high school students, with cheating and low effort being most frequent. Personality traits like conscientiousness significantly predict these behaviors.
Area of Science:
- Psychology
- Educational Psychology
Background:
- Counterproductive academic behaviors (CAB) are a persistent issue in educational settings.
- Existing research on CAB predominantly focuses on higher education in North America, necessitating broader geographical and academic level studies.
Purpose of the Study:
- To analyze the prevalence and correlates of CAB in Spanish high school students.
- To expand the literature on CAB to non-North American contexts and secondary education.
Main Methods:
- Survey methodology was employed to collect data from a sample of Spanish high school students.
- Statistical analyses, including correlational and multiple regression, were used to identify predictors of CAB.
Main Results:
- CAB is prevalent in the studied sample, with cheating and low effort behaviors being the most common forms.
- Conscientiousness (ρ = -.55), emotional stability (ρ = .28), and agreeableness (ρ = -.26) were significant predictors of CAB.
- Conscientiousness (β = -.64) demonstrated the strongest negative impact on CAB, followed by agreeableness and emotional stability, collectively explaining 51% of the variance.
Conclusions:
- The findings highlight the commonality of CAB in Spanish high schools and identify key personality traits associated with these behaviors.
- Results have implications for developing targeted interventions and theoretical models of academic integrity in diverse educational settings.
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