To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion

IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yovav Eshet, Keren Grinautsky, Pnina Steinberger
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Abstract

Despite the growing interest in mindfulness in higher education, the literature on its relation to decision-making under risk (i.e. academic misconduct) and statistics anxiety is scarce. The present research shall fill this gap. Based on the prospect theory, we assessed the mediating effect of mindfulness on the relationship between statistics anxiety and academic dishonesty moderated by risk aversion. Data were collected from 791 undergraduate students in six Israeli academic institutions studying for bachelor’s degrees in social sciences. Questionnaires included the following measures: risk behaviour according to the prospect theory framework, Mindful Attention Awareness Scale, Statistics Anxiety Rating Scale, Academic Misconduct Scale and sociodemographic variables. Correlations among these variables were explored. The data was analysed using Structural Equation Modelling (SEM). The results indicate that the variance in academic dishonesty is explained by students' statistics anxiety with a mediation of Mindfulness moderated by Risk Aversion. Mindfulness negatively affects Academic Dishonesty, while Risk Aversion has a significant positive effect on Mindfulness. Finally, among individuals with high statistics anxiety, Risk Averse individuals show significantly higher Mindfulness than Risk Seekers. We conclude that mindfulness-based interventions might be a constructive tool to reduce risk-taking and promote ethical decision-making among individuals who experience high levels of statistics anxiety. Furthermore, developing mindful skills may help individuals with higher anxiety levels neutralize these unwanted feelings and get along with their learning tasks. Hence, avoid academic unethical behaviours.

Abstract Image

做人还是不做人?正念对统计焦虑和学术不诚实的冥想效应受风险规避的调节
尽管人们对高等教育中的正念越来越感兴趣,但有关正念与风险决策(即学术不端行为)和统计焦虑之间关系的文献却很少。本研究将填补这一空白。基于前景理论,我们评估了正念对统计焦虑和学术不诚实之间关系的中介效应,并用风险规避进行了调节。数据收集自以色列六所学术机构的 791 名攻读社会科学学士学位的本科生。调查问卷包括以下内容:前景理论框架下的风险行为、正念注意意识量表、统计焦虑评分量表、学术不端行为量表和社会人口变量。对这些变量之间的相关性进行了探讨。数据采用结构方程模型(SEM)进行分析。结果表明,学生的统计焦虑解释了学术不诚实的变异,而正念则通过风险厌恶进行调节。正念对学术不诚实有负面影响,而风险厌恶对正念有显著的正面影响。最后,在高度统计焦虑的个体中,风险厌恶者的正念水平明显高于风险寻求者。我们的结论是,基于正念的干预措施可能是一种建设性的工具,可以减少高度统计焦虑者的冒险行为,促进道德决策。此外,培养正念技能可以帮助焦虑水平较高的人中和这些不必要的情绪,并顺利完成学习任务。从而避免学术不道德行为。
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来源期刊
International Journal for Educational Integrity
International Journal for Educational Integrity EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
26.10%
发文量
25
审稿时长
22 weeks
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