پديد آورندگان :
اكبري خودلان، زهرا دانشگاه يزد، يزد، ايران , رحيمي، مهدي دانشگاه يزد، يزد، ايران , شاكري، محسن دانشگاه يزد، يزد، ايران
كليدواژه :
اخلاق علمي , بي صداقتي تحصيلي , تقلب , دانشجويان , نظريه مبنايي
چكيده فارسي :
بي‌صداقتي تحصيلي يكي از مسائلي است كه امروزه گريبان‌گير نظام آموزشي شده است. بديهي است كه ادامه اين روند، اعتبار عملكرد نظام دانشگاهي را به چالش خواهد كشاند و اثرات درازمدت آن، نه‌تنها خود فرد بلكه كل جامعه را در برمي‌گيرد. هدف از پژوهش حاضر مطالعه پديده بي‌صداقتي تحصيلي در دانشجويان بود. رويكرد تحقيق با توجه به ماهيت موضوع از نوع كيفي با روش نظريه مبنايي بود. جامعه هدف پژوهش كليه دانشجويان دانشگاه يزد در سال تحصيلي 98-1397 بوده‌اند. اطلاعات از 16 نفر از دانشجويان با استفاده از روش نمونه‌گيري نظري و هدفمند با حداكثر تنوع به دست آمد. ابزار پژوهش مصاحبه عميق نيمه‌ساختاريافته بود. نتايج تحقيق نشان داد كاربردي بودن دروس، ويژگي‌هاي فردي، پيشينة آموزشي، محدوديت زماني و سنگيني دروس، سياست‌هاي پذيرش دانشجو، حرفه‌مندي اساتيد، و فشار خانواده، سبب شكل‌گيري مقوله محوري "جهت‌گيري هدف عملكردي" شده است. همچنين ويژگي‌هاي زمينه‌اي (همچون محيط فيزيكي، جو كلاس و دانشگاه، فناوري، نظارت و برخورد) و شرايط محيطي (محيط فرهنگي- اجتماعي، محيط سياسي، و محيط سياست گذاري)، زمينه بروز واكنش‌هاي غيراخلاقي دانشجويان را همچون تقلب در امتحان، بي‌صداقتي در انجام تكاليف، سرقت علمي و بي‌صداقتي در پژوهش فراهم ساخته است كه منتج به اخلال در توسعه فردي، توسعه اجتماعي و توسعه دانشگاهي شده است. در نهايت مي‌توان اذعان داشت كه پديده بي‌صداقتي تحصيلي، ريشه در جهت‌گيري هدف فرد دارد عوامل متعدد محيطي و فردي مي‌توانند آن را دستخوش تغيير سازند، لذا تلاش جامع و همه‌جانبه در جهت اصلاح آن ضروري به نظر مي‌رسد.
چكيده لاتين :
Nowadays, Academic dishonesty is one of the issues that has plagued the educational system. The scope of this phenomenon ranged from purchasing an essay, plagiarizing content, fudging laboratory results, falsification, duplication, misusing credit, asking for a deadline extension by citing a bogus excuse, to cheating on the exam session and impersonating another to take a test. It is evident that continuing this process will challenge the reliability of the academic system's performance and has long-term effects not only on the individual, but also on the entire community.
Method
The purpose of this research was to study the causes and dimensions phenomenon of academic dishonesty in students. A qualitative approach and grounded theory method was adopted in the study, considering the nature of the subject. The target population of the research were all students of Yazd University in the academic year of 1397-98. The sampling method was purposive and theoretical with maximum variation and sustained up to data saturation. Data were collected from 16 students through in-depth semi-structured interview. The obtained results were analyzed using Strauss and Corbin’s open, axial and selective coding methods.
Results
The results of the investigations that fall into six dimensions of the model include: main phenomenon (performance goal orientation), causes (7 categories), environmental conditions (3 categories), contextual features (4 categories), strategy (3 categories) and outcome (1 categories). Functional goal orientation was recognized as the main phenomenon with three categories including “competition”, “score and degree dependency” and “science learning and service delivery”. The research tool was an in-depth semi-structured interview. Interviews continued until theoretical saturation. The research results showed that the applicability of lessons, individual characteristics, educational background, time limit and weight of lessons, student admission policies, professors' professionalism, and family pressure, has cause the formation of the central category of “performance goal orientation”. Also, contextual features (such as physical conditions, classroom and university atmosphere, technology, and monitoring and dealing) and environmental conditions (cultural-social environment, political environment, and the policy environment), have provide the context of rise students` unethical reactions such as cheating in exam, dishonesty to do homework, scientific theft and dishonesty in research, which have resulted disruption in individual development, social development, and academic development.
In conclusion, it can be acknowledged that the phenomenon of academic dishonesty is rooted in the goal orientation of the individual. Several environmental and individual factors can change it, so a comprehensive effort seems necessary in order to amend it.
