Actual dishonest behaviour versus self-perception as an honest student: Real time observational and self-report study

Academic dishonesty poses significant challenges in educational settings, particularly among nursing students. Efforts to mitigate this issue through pedagogical and technological approaches have seen limited success. Diverse theoretical explanations for academic dishonesty underscore the need for further exploration of this multifaceted phenomenon.

This research explored self-reported and real-time observed dishonest behaviours among nursing students during in-person quizzes.

Mixed methods: self-reporting and real-time observations using classroom cameras.

Nursing academic campus.

Third-year baccalaureate nursing students (n = 72). The mean age was 27 years; 75.5 % were female, and 18.4 % identified as married.

Data collection spanned three phases: pre-research preparation, in-class observations during quizzes, and post-quiz self-reporting. Independent observers conducted observations to prevent biases.

Observations identified speaking as the most common dishonest activity, followed by peeking and phone use. New forms of dishonesty included copying from quiz sheets and making phone calls during quizzes. Dishonest activities increased over the semester, particularly speaking and peeking. Questionnaire responses showed most students viewed dishonest behaviours as forbidden, though 37 % allowed signing for others. While students rated themselves as moderate to completely honest, about 50 % admitted to occasional dishonest behaviours. Logistic regression revealed internal moral principles and self-concept as significant predictors of honest behaviour (R2 = 39.6 %; p < 0.05). Decision tree analysis revealed detailed relationships between internal moral principles, self-concept, and behavioural cataloguing in predicting honest and dishonest behaviours.

The study uncovered a concerning gap between students' professed integrity and their actual dishonest behaviour during quizzes, showing an upward trend over time. This suggests complex influences shaping students' decisions. Observing peers' dishonesty may normalize such behaviour, fuelling its spread. Educational efforts should aim at bridging the gap between students' values and actions, employing methods that nurture practical skills related to integrity and promoting positive role models to foster a culture of honesty.