How to Promote Honest Learning Outcomes in Online Education: Understanding Achievement Goal Orientation and Self-Efficacy

• Logisian Subekti, Roseyoana ^[1] ; Herdian, Herdian ^[2] ; Nuryana , Zalik ^[3]
  1. [1] Psychology Faculty, Universitas Muhammadiyah Purwokerto, Purwokerto
  2. [2] Psychology Faculty, Universitas Muhammadiyah Purwokerto.
  3. [3] Islamic Studies Faculty, Universitas Ahmad Dahlan, Yogyakarta

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• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 22, Nº. 63, 2024 (Ejemplar dedicado a: 1 de septiembre de 2024), págs. 267-292
• Idioma: inglés
• DOI: 10.25115/ejrep.v22i63.9263
• Enlaces
  • Texto completo
• Resumen
  • español

    Introducción. Este estudio tiene como objetivo investigar la relación entre la Orientación a la Meta de Logro, la Autoeficacia y la Deshonestidad Académica entre estudiantes universitarios durante el aprendizaje en línea.

    Método. Un total de 238 estudiantes de universidades de estudiantes en Indonesia completaron un cuestionario en línea que consta de escalas que miden la Orientación a la Meta de Logro, la Autoeficacia y la Deshonestidad Académica. Luego, los datos se analizaron mediante análisis de regresión jerárquica.

    Resultados. Los resultados mostraron una relación significativa entre la orientación a la meta de Maestría (aproximación-evitación), la orientación a la evitación del Desempeño y la Deshonestidad Académica. Además, se encontró una relación significativa entre la Autoeficacia y la Deshonestidad Académica, siendo los estudiantes que tenían menor Autoeficacia más propensos a participar en Deshonestidad Académica en comparación con aquellos con mayor Autoeficacia. El análisis de regresión jerárquica también reveló que la orientación a la meta de dominio, la orientación a la meta de desempeño y la autoeficacia en conjunto predijeron la deshonestidad académica en estudiantes universitarios durante el aprendizaje en línea.

    Discusión y conclusión. Este estudio concluye que la Orientación a Metas de Logro y la Autoeficacia son factores importantes que influyen en la Deshonestidad Académica en estudiantes universitarios durante el aprendizaje en línea. Estos hallazgos pueden contribuir al desarrollo de programas de aprendizaje en línea más efectivos que animen a los estudiantes a lograr resultados de aprendizaje honestos y de alta calidad.

  • English

    Introduction.  This study aimed to investigate the relationship between Achievement Goal Orientation, Self-Efficacy, and Academic Dishonesty among college students during online learning.  Method.  A total of 238 students from students colleges in Indonesia completed an online questionnaire consisting of scales measuring Achievement Goal Orientation, Self-Efficacy, and Academic Dishonesty. The data were then analyzed using hierarchical regression analysis.  Results.  The results showed a significant relationship between Mastery goal orientation (approach-avoidance) Performance avoidance orientation and Academic Dishonesty. Additionally, a significant relationship was found between Self-Efficacy and Academic Dishonesty, with students who had lower Self-Efficacy being more likely to engage in Academic Dishonesty compared to those with higher Self-Efficacy. Hierarchical regression analysis also revealed that Mastery goal orientation, Performance goal orientation, and Self-Efficacy together predicted Academic Dishonesty in college students during online learning.

    Discussion and Conclusion.  This study concludes that Achievement Goal Orientation and Self-Efficacy are important factors that influence Academic Dishonesty in college students during online learning. These findings may contribute to the development of more effective online learning programs that encourage students to achieve honest and high-quality learning outcomes. 

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