بررسی رابطۀ علی بین جو عاطفی خانواده و خودناتوان‌سازی تحصیلی با بی‌صداقتی تحصیلی: نقش واسطه‌ای خودپنداشت تحصیلی در دانش‌آموزان مقطع متوسطۀ دوم شهر خرم‌آباد

حقیقی، ج.، شکرکن، ح.، و موسوی شوشتری، م. (1381). بررسی رابطۀ جو عاطفی خانواده با سازگاری دختران پایۀ سوم متوسطۀ شهر اهواز. دستاوردهای روان‌شناختی. 9(2)، 108-79. https://doi.org/10.22055/psy.2002.16482

خامسان، ا.، و امیری، م. ا. (1390). بررسی تقلب تحصیلی در میان دانشجویان دختر و پسر. فصلنامۀ اخلاق در علوم و فناوری. 6(1)، 61-53. http://ethicsjournal.ir/article-1-722-fa.html

خرمائی، ف.، فصیحانی، س.، و آزادی ده‌بیدی، ف. (1397). پیش‌بینی سازگاری تحصیلی براساس سبک‌های یادگیری و خودتنظیمی تحصیلی. رویش روان‌شناسی. 7(3)، 128-۱۱۱. http://dorl.net/dor/20.1001.1.2383353.1397.7.3.6.9

سبزیان، س.، قدم‌پور، ع.، میردریکوند، ف. (1397). تدوین مدل علی تقلب تحصیلی براساس عوامل فردی و بافتی با نقش واسطه‌ای خودکارآمدی تحصیلی. پژوهش در یادگیری آموزشگاهی و مجازی. 5(3)، 66-43. https://etl.journals.pnu.ac.ir/article_4498.html?lang=fa

سیدصالحی، م.، و دلاور، ع. (1394). بررسی ویژگی‌های روان‌سنجی مقیاس خودناتوان‌سازی. اندازه‌گیری تربیتی. 5(20)، 117-97. https://doi.org/10.22054/jem.2015.1789

سیدصالحی، م.، و فرخی، ن. (1396). تبیین خودناتوان‌سازی تحصیلی براساس عوامل مؤثر بر آن: آزمون یک مدل مفهومی جامع. پژوهش در یادگیری آموزشگاهی و مجازی. 4(16)، 22-9. https://etl.journals.pnu.ac.ir/article_3645.html

هاشمی رزینی،‌ ه‍.، موسوی‌پناه، س. م.، و شیری، م. (1393). رابطۀ جهت‌گیری هدف‌ها پیشرفت و باورهای انگیزشی با اهمال‌کاری و خودناتوان‌سازی تحصیلی دانش‌آموزان. مطالعات آموزشی و آموزشگاهی دانشگاه فرهنگیان. 3(4)، 79-67. https://dorl.net/dor/20.1001.1.2423494.1393.3.4.4.6

References

Afsharizade, S. E., Kareshki, H., & Naserian, H. (2013). Psychometric Properties of School Self-concept in Primary Students of Tehran. Psychological Models and Methods, 3(11), 53-66. https://dorl.net/dor/20.1001.1.22285516.1392.3.11.4.6 (In Persian)

Afzali, A., Ghashami, S. M. A., & Hendi Varkane, A. (2020). Developing a prediction model for the incidence of academic Cheating tendency in students based on academic variables. Educational Psychology, 16(56), 75-96. https://doi.org/10.22054/jep.2020.31112.2261 (In Persian)

Alan, S., Ertac, S., & Gumren, M. (2020). Cheating and incentives in a performance context: Evidence from a field experiment on children. Journal of Economic Behavior & Organization, 179, 681-701.‌ https://doi.org/10.1016/j.jebo.2019.03.015

Baran, L., & Jonason, P. K. (2020). Academic dishonesty among university students: The roles of the psychopathy, motivation, and self-efficacy. Plos one, 15(8), 0238141.‌ https://doi.org/10.1371/journal.pone.0238141

Barani, H., Derakhshan, M., & Anarinejad, A. (2019). The relation of family emotional atmosphere and academic dishonesty: The mediating role of self-concept. Journal of Developmental Psychology Iranian Psychologists, 16(61), 97-108. https://sanad.iau.ir/en/Journal/jip/Article/668722?jid=668722 (In Persian)

Baranian, S., Hajiyakhchali, A., & Atashafrouz, A. (2017). A model to explain the relationship of the big five personality factors and academic dishonesty with mediating role of academic self-efficacy beliefs and academic self-esteem among students. Research in School and Virtual Learning, 5(1), 23-34. https://dorl.net/dor/20.1001.1.23456523.1396.5.1.2.1 (In Persian)

Beasley, S. T., & McClain, S. (2021). Examining psychosociocultural influences as predictors of black college students’ academic self-concept and achievement. Journal of Black Psychology, 47(2-3), 118-150.‌ https://doi.org/10.1177/0095798420979794

Berglas, S., & Jones, E. E. (1978). Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology, 36(4), 405-417. https://doi.org/10.1037/0022-3514.36.4.405

Bilen, E., & Matros, A. (2021). Online cheating amid COVID-19. Journal of Economic Behavior and Organization, 182, 196-211.‌ https://doi.org/10.1016/j.jebo.2020.12.004

Chala, W. D. (2021). Perceived seriousness of academic cheating behaviors among undergraduate students: An ethiopian experience. International Journal for Educational Integrity, 17(1), Article Number 2.‌ https://doi.org/10.1007/s40979-020-00069-z

Chen, Y. H., & Thompson, M. S. (2003). Confirmatory Factor analysis of school self-concept inventory. Collected in the database of education resourses information center. https://www.researchgate.net/publication/286626313_Confirmatory_Factor_Analysis_of_a_School_Self-Concept_Inventory

Dejene, W., & HUI, S. K. F. (2021). Academic cheating in Ethiopian secondary schools: Prevalence, perceived severity, and justifications. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2020.1866803

Dossi, G., Figlio, D., Giuliano, P., & Sapienza, P. (2021). Born in the family: preferences for boys and the gender gap in math. Journal of Economic Behavior & Organization, 183, 175-188.‌ https://ideas.repec.org/a/eee/jeborg/v183y2021icp175-188.html

Etemaad. J., & Jowkar, B. (2018). Academic dishonesty and epistemological beliefs: verifying the mediating role of gender. Studies in Learning & Instruction, 1(1), 111-130. https://doi.org/10.22099/jsli.2018.4918 (In Persian)

Haghighi, J., Shokrkon, H., & Mousavi Shooshtari, M. (2002). A study of the parent-child relationships and the individual and social adjustment of the nineth grade girl students at ahvaz schools. Psychological Achievements, 9(2), 79-108. https://doi.org/10.22055/psy.2002.16482 (In Persian)

Hashemi Razini, H., Moosavi Panah, S. M., & Shiri, M. (2014). The relationship between achievement purposes and beliefs, motivational orientations of students’ educational procrastination and self-handicapping. Educational and Scholastic Studies, 3(4), 67-79. https://dorl.net/dor/20.1001.1.2423494.1393.3.4.4.6 (In Persian)

Khamesan, A., & Amiri, M. A. (2011). The study of academic cheating among male and female students. Ethics in Science and Technology, 6(1), 54-62.
http://ethicsjournal.ir/article-1-722-en.html (In Persian)

Khormaei, F., Fasehani, S., & Azadi Dehbidi, F. (2018). Prediction of academic adjustmen based on learning styles and academic self regulation. Rooyesh, 7(3), 111-128
http://frooyesh.ir/article-1-458-en.html (In Persian)

Mirakbarzade, Z., Khanjarkhani, M., & Nastiezaie, N. (2021). The relationship of quality of life in school with academic self-concept, psychological well-being and academic eagerness. Rooyesh, 10(1), 63-74. http://frooyesh.ir/article-1-2475-en.html (In Persian)

Onu, D. U., Onyedibe, M. C. C., Ugwu, L. E., & Nche, G. C. (2021). Relationship between religious commitment and academic dishonesty: is self-efficacy a factor?. Ethics & Behavior, 31(1), 13-20.‌ https://doi.org/10.1080/10508422.2019.1695618

Parks-Leduc, L., Guay, R. P., & Mulligan, L. M. (2022). The Relationships between Personal Values, Justifications, and Academic Cheating for Business vs. Non-Business Students. Journal of Academic Ethics, 20(4), 499–519. https://doi.org/10.1007/s10805-021-09427-z

Pavlin-Bernardić, N., Rovan, D., & Pavlović, J. (2017). Academic cheating in mathematics classes: A motivational perspective. Ethics & Behavior, 27(6), 486-501.‌ https://doi.org/10.1080/10508422.2016.1265891

Putarek, V., & Pavlin-Bernardić, N. (2020). The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating. European Journal of Psychology of Education, 35, 647-671.‌ https://doi.org/10.1007/s10212-019-00443-7

Rissanen, I., Kuusisto, E., Tuominen, M., & Tirri, K. (2019). In search of a growth mindset pedagogy: A case study of one teacher's classroom practices in a Finnish elementary school. Teaching and Teacher Education, 77, 204-213. https://doi.org/10.1016/j.tate.2018.10.002

Sabzian, S., Ghadampour, E., & Mirderikvand, F. (2018). The causal model academic cheating based on individual and contextual factors with the mediating role academic Self-Efficacy. Research in School and Virtual Learning, 5(3), 43-66. https://etl.journals.pnu.ac.ir/article_4498.html?lang=en (In Persian)

Seidsalehi, M., & Farrokhi, N. (2017). Explanation of academic self-handicapping based on effective factors: examination of a comprehensive conceptual model. Research in School and Virtual Learning, 4(16), 9-22. https://etl.journals.pnu.ac.ir/article_3645.html?lang=en (In Persian)

Seisalehi, M., & Delavar, A. (2015). Studding the psychometric properties of self-handicapping scale. Quarterly of Educational Measurement, 5(20), 97-117. https://doi.org/10.22054/jem.2015.1789 (In Persian)

Syahrina, I. A. (2017). Self Efficacy dengan Academic Dishonesty pada Mahasiswa Universitas Putra Indonesia “YPTK” Padang. Jurnal RAP (Riset Aktual Psikologi Universitas Negeri Padang), 7(1), 24-35.‌ https://doi.org/10.24036/rapun.v7i1.6604

Yu, H., Glanzer, P. L., & Johnson, B. R. (2020). Examining the relationship between student attitude and academic cheating. Ethics & Behavior, 31(7), 475-487.‌ https://doi.org/10.1080/10508422.2020.1817746