Designing and Testing Model of the Effect of Time Perspective on Academic Dishonesty through the Mediating Role of Autonomy in Secondary School Students

Abstract

This study aimed to investigate the relationship between time perspective dimensions and academic dishonesty through the mediating role of autonomy. The participants of the study were 294 secondary school students in Ahvaz who were selected by a multistage cluster sampling method during the academic year of 2018-2019. Data were collected through Zimbardo & Boyd Time Perspective Questionnaire, Gagne Basic Needs Satisfaction Scale, and Witherspoon et al Academic Dishonesty Scale collected data were analyzed using SPSS and Amossoftware. The results indicated that the initial model fitted well to the data, but two modifications were made theoretically and a final model was developed. Results of mediation analysis indicated that time perspective dimensions indirectly and significantly predicts academic dishonesty through autonomy. Moreover, the past positive and future-oriented had a direct and positive significant effect on autonomy, while negative and significant predictors were of academic dishonesty. In addition, the past negative and the present fatalistic had significant direct and negative effects on autonomy and, in turn, were positive and significant predictors were of academic dishonesty. Also, present hedonistic was associated with increased autonomy; while autonomy had a direct and negative effect on academic dishonesty. In light of these findings and acknowledging their limitations, the theoretical and practical implications for educational researchers and teachers are discussed.

Keywords

• academic dishonesty
• time perspective
• autonomy
• secondary school student