Examining Self-Efficacy and Personality Traits as Predictors of Academic Dishonesty among Undergraduate Students

Universities worldwide face a significant challenge: academic dishonesty. This problem extends beyond students, ensnaring even high-ranking personnel like lecturers, department heads, and university/college staff. Various terms describe academic dishonesty, including academic fraud, cheating, and misrepresentation. This paper investigated the forms and prevalence of academic dishonesty among Ghanaian undergraduate students. It also examined how self-efficacy and personality types predict academic fraud within on-campus setting. The study employed a cross-sectional design, surveying 453 students and utilized three scales to measure key variables. Descriptive statistics (percentages, means, frequencies, standard deviations) were used to answer the research questions, while a standard linear regression tested the hypothesis. The results indicated high levels of self-efficacy and conscientiousness among students, yet academic dishonesty was still present. Conscientiousness, openness, and self-efficacy were found to predict academic fraud. One key implication is that such students may carry these negative habits into their future careers. Academic dishonesty poses a significant threat, not just to individual students but to entire nations. It tarnishes the reputations of both the cheater and the institution, potentially leading to lasting disgrace if exposed. Educators must prioritize understanding the root causes of academic dishonesty and work to stop it. The paper concluded by examining some strategies for mitigating academic dishonesty within the educational context.