The Relationship between Problematic Life Domains and Academic Dishonesty; A Case Study of University of Tehran’s Students

Document Type : Research Article

Authors

1 Department of Social Studies, Institute for Cultural, Social and Civilization Studies, Tehran, Iran

2 Department of Sociology, Faculty of Social Sciences, University of Tehran, Tehran, Iran

10.22059/jisr.2025.393342.1610

Abstract

Academic dishonesty is a widespread issue in academic settings. The objective of the present investigation is to investigate the extent to which academic dishonesty among university students is predicted by problematic life domains. The statistical population of students from various faculties at the University of Tehran during the 2023–2024 academic year was the subject of the descriptive-correlational design employed in the research. Using a multistage cluster sampling method, a sample of 358 students (167 females and 191 males) was selected. Questionnaires regarding academic dishonesty, self-control, individual morality, moral identity, deviant peers, attachment to university, parental attachment, parental monitoring, motivation for academic dishonesty, and deterrence against academic dishonesty comprised the research instruments. Data were analyzed using Pearson correlation, multiple and hierarchical regression (SPSS-27), as well as structural equation modeling (Amos-24). The findings revealed that the four problematic life domains, as well as motivation, deterrence, and demographic variables, accounted for 48% of the variance in academic dishonesty. Furthermore, 23% of the variance in deterrence and 26% of the variance in motivation for academic dishonesty were accounted for by the individual, familial, peer, and academic domains. Significant gender disparities were observed, with male students engaging in dishonest behaviors more frequently than their female counterparts. Additionally, academic dishonesty was significantly predicted by age and educational level. The results, which are based on Agnew’s General Theory of Crime and Delinquency (2005), indicate that academic dishonesty may be facilitated by adverse conditions in the individual, familial, peer, and academic domains. This is achieved by weakening social bonds, reducing self-control, and increasing associations with deviant peers, thereby enhancing motivation and reducing deterrence against unethical behaviors. The uniqueness of this study is its simultaneous examination of multiple aspects of students’ lives and its emphasis on the importance of multilevel interventions to prevent academic misconduct in universities.

Keywords

References

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Social Studies and Research in Iran
Volume 14, Issue 3 - Serial Number 56
September 2025
Pages 509-531

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