academic honesty

Aim: Since the emergence and spread of the COVID-19, the use of E-learning has accelerated throughout the world, so education does not stop. E-learning can be problematic when students disregard ethical standards and are not honest about them. Academics often find it difficult to deal with. This study aimed to identify the factors affecting academic honesty and their priority at Virtual School, Tehran University of Medical Sciences (ETUMs). Methods: The study employed a survey and factor analysis methodology. In this study, 240 students and teachers from ETUMs were surveyed to assess factors that affect academic honesty among students and teachers, using a questionnaire made by a researcher. The data were analyzed using Principal Components Analysis (PCA), and the Friedman test was used to prioritize the factors. Results: A PCA of survey results found five factors affecting students' academic honesty in E-learning, which explained up to 53.66% of E-learning's honesty total variance. These include socio-cultural (26.30), Metacognitive skills (8.88), Personal characteristics (7.12), motivational (6.07), and instructional factors (5.27). Additionally, Friedman test results indicated that the Metacognitive skills (Mean Rank: 3.58), socio-cultural (Mean Rank: 3.57), instructional (Mean Rank: 3.34), motivational (Mean Rank: 3.13), and Personal characteristics (Mean Rank: 1.38) respectively had the greatest role in student academic honesty from the faculty perspectives. Additionally, instructional factors (Mean Rank: 3.87) are ranked highest from the perspective of students, followed by motivational factors (Mean Rank: 3.43), Metacognitive skills factors (Mean Rank: 3.41), socio-cultural factors (2.81), and Personal characteristics factors (1.48). Furthermore, Cronbach's alpha coefficients indicate reliability (= 0.87). Conclusion: Among the known effective factors, Metacognitive skills and instructional factors were the most important from the teacher and student's perspective. Thus, it is crucial to provide instructional materials that meet students' needs and increase the student's motivation to learn and self-esteem. It is also vital to employ the appropriate teaching methods to ensure the learning of the material and improve the student's attitude and reduce academic dishonesty.研究背景与目的：自新型冠状病毒肺炎（COVID-19）出现并全球蔓延以来，电子学习（E-learning）在全球范围内的应用加速推进，保障了教育活动的不间断开展。然而，当学生无视学术伦理规范、缺乏学术诚信意识时，电子学习模式便会衍生诸多问题，这一困境常令学界研究者难以应对。本研究旨在识别德黑兰医科大学虚拟学院（ETUMs）内影响学生学术诚信的相关因素，并对各因素的重要性优先级进行排序。 研究方法：本研究采用问卷调查与因子分析相结合的研究范式。研究人员自制学术诚信影响因素调查问卷，对德黑兰医科大学虚拟学院的240名师生进行调研，以评估影响师生学术诚信的各类因素。数据处理环节采用主成分分析（PCA）对调研数据进行降维与因子提取，并通过弗里德曼检验（Friedman test）对各影响因素的优先级进行排序。 研究结果：对调研数据的主成分分析结果显示，电子学习场景下影响学生学术诚信的因素共包含5类，累计可解释学术诚信总变异的53.66%，分别为社会文化因素（方差贡献率26.30%）、元认知技能因素（8.88%）、个人特质因素（7.12%）、动机因素（6.07%）以及教学因素（5.27%）。此外，弗里德曼检验结果表明，从教师视角来看，各因素对学生学术诚信的影响优先级依次为：元认知技能（平均秩次3.58）、社会文化因素（3.57）、教学因素（3.34）、动机因素（3.13）与个人特质因素（1.38）；而从学生视角来看，优先级最高的为教学因素（平均秩次3.87），其次依次为动机因素（3.43）、元认知技能因素（3.41）、社会文化因素（2.81）与个人特质因素（1.48）。本研究的克朗巴哈α系数（Cronbach's alpha）为0.87，表明调研问卷具有良好的信度。 研究结论：在已识别的各类有效影响因素中，元认知技能与教学因素分别是师生视角下最为关键的影响维度。据此，开发贴合学生需求的教学资源、提升学生的学习动机与自尊水平至关重要；同时，选用适配的教学方法以保障知识传授效果、改善学生的学习态度，亦是减少学术不端行为的重要举措。