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Higher Learning Research Communications

Digital Object Identifier

10.18870/hlrc.v16i2.1866

ORCID

Abel Ebiega Enokela, https://orcid.org/0000-0003-4488-8614; Caroline Ochuko Alordiah, https://orcid.org/0000-0002-2917-9302; Oyaziwo Omon Aluede, https://orcid.org/0000-0003-1667-9954


Abstract

Objectives: This study examined cheating-related profiles in a three-cluster model (Cluster 1: n = 400; Cluster 2: n = 49; Cluster 3: n = 441) based on university students’ perceptions of factors associated with academic dishonesty in Nigeria. An integrative framework comprising moral disengagement, social strain, and self-efficacy guided the interpretation of the profiles. Specifically, the clusters represented profiles derived from ten perceived determinants of academic dishonesty, while a five-item cheating-related self-report score was examined separately as a secondary outcome.

Methods: The study employed a cross-sectional analytical survey design to examine psychosocial, academic, institutional, and technological factors associated with academic dishonesty among Nigerian undergraduate students. A total of 890 undergraduate students participated. Cluster analysis was based on ten determinant constructs. One-way ANOVA or Welch ANOVA, as appropriate, and multinomial logistic regression were used to examine cluster differences and demographic associations. The five-item cheating-related self-report score was analyzed separately and not used to create the clusters.

Results: The results showed distinct patterns across the three clusters, with statistically significant differences among the clusters on all ten clustering constructs. Academic level and parental education were significantly associated with cluster membership, while the other demographic variables in the model were not. Cheating-related self-report scores also differed significantly across the three clusters.

Conclusion: The findings indicate that the three profiles differed in their patterns of academic dishonesty-related factors and in their cheating-related self-report scores. Interventions may therefore be more useful when they are tailored to the needs represented by the different profiles. Institutions, lecturers, government agencies, and students should continue to promote academic integrity in Nigerian higher education.

Implications: Academic misconduct can undermine the integrity and perceived value of higher education. The findings support coordinated efforts by stakeholders to strengthen academic integrity in Nigerian universities. Applying the findings to other settings requires attention to local evidence and context.

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