Número 22 / ABRIL, 2024 (25-34)
HOW DOES THE TENDENCY TO GUILT AND SHAME
IMPACT ACADEMIC FRAUD?
A PROSPECTIVE STUDY FOR FUTURE EDUCATORS
¿CÓMO INCIDE LA TENDENCIA A LA CULPA Y LA
VERGÜENZA EN EL FRAUDE ACADÉMICO?
UN ESTUDIO PROSPECTIVO PARA FUTUROS
DOCENTES
DOI:
https://doi.org/10.37135/chk.002.22.01
Research Article
Received: (05/08/2023)
Accepted: (06/10/2023)
Universitas Muhammadiyah Purwokerto, Faculty of
Psychology, Indonesia
herdian@ump.ac.id
Herdian Herdian
Universitas Muhammadiyah Purwokerto, Faculty of
Psychology, Indonesia
gisellaarnisgrayana@ump.ac.id
Gisella Arnis Grayana
Universitas Muhammadiyah Purwokerto, Faculty of
Psychology, Indonesia
citaihfacipari2015@gmail.com
Cita Ihfadaniati
Universitas Muhammadiyah Purwokerto, Faculty of
Psychology, Indonesia
nuraeni@ump.ac.id
Nur’aeni Nur’aeni
HOW DOES THE TENDENCY TO GUILT AND SHAME IMPACT ACADEMIC FRAUD?
A PROSPECTIVE STUDY FOR FUTURE EDUCATORS
Número 22 / ABRIL, 2024 (25-34) 26
HOW DOES THE TENDENCY TO GUILT AND SHAME
IMPACT ACADEMIC FRAUD?
A PROSPECTIVE STUDY FOR FUTURE EDUCATORS
¿CÓMO INCIDE LA TENDENCIA A LA CULPA Y LA
VERGÜENZA EN EL FRAUDE ACADÉMICO?
UN ESTUDIO PROSPECTIVO PARA FUTUROS
DOCENTES
Academic cheating is an action individuals take to achieve success in ways that are not
right. Academic cheating is often done, ranging from basic educational institutions to
universities or students. Educators must have morals to reduce the actions of Academic
Cheating that often occurs at the education level. Guilt and Shame Proneness determines
unethical behavior, such as whether academic cheating will occur. This study aims to
determine the eect of Guilt and Shame Proneness on Academic Cheating in students of
primary school teacher education study programs. The current study assessed academic
dishonesty among college students in primary school teacher education programs. Two
hundred and eight participants self-reported cheating behavior and completed the Guilt
and Shame Proneness Scale. The regression test results for the inuence of Guilt and
Shame Proneness on Academic Cheating obtained a probability value of sig. (p) = 0.000
(p<0.05) so that the hypothesis is accepted: Guilt and Shame Proneness signicantly
inuence Academic Cheating. R-square value = 0, 075 means that Academic Cheating
eectively contributes 7.5% to guilt. The importance of moral inculcation in student-
teacher candidates must be considered to prevent unethical behavior
KEYWORDS: Academic cheating, guilt and shame, moral, prospective teacher
La trampa académica es una acción que realizan las personas para lograr el éxito de
maneras que no son correctas. A menudo se hacen trampas académicas, desde instituciones
educativas básicas hasta universidades o estudiantes. Los educadores deben tener moral
para reducir las acciones de Trampa Académica que muchas veces se presenta a nivel
educativo. La propensión a la culpa y la vergüenza determina el comportamiento poco
ético, como por ejemplo si se producirán trampas académicas. Este estudio tiene como
objetivo determinar el efecto de la propensión a la culpa y la vergüenza sobre el fraude
académico en estudiantes de programas de estudio de formación docente de primaria.
El estudio actual evaluó la deshonestidad académica entre estudiantes universitarios en
programas de formación docente de escuela primaria. Doscientos ocho participantes
informaron sobre su comportamiento de trampa y completaron la Escala de propensión
a la culpa y la vergüenza. Los resultados de la prueba de regresión para la inuencia de
la propensión a la culpa y la vergüenza en el fraude académico obtuvieron un valor de
probabilidad de sig. (p) = 0,000 (p<0,05) por lo que se acepta la hipótesis: La propensión
a la culpa y la vergüenza inuyen signicativamente en el fraude académico. El valor R
cuadrado = 0, 075 signica que la trampa académica contribuye efectivamente en un 7,5
% a la culpa. Se debe considerar la importancia de la inculcación moral en los candidatos
a estudiantes-maestros para prevenir comportamientos poco éticos.
PALABRAS CLAVE: Engaño académico, culpa y vergüenza, moral, futuro profesor
ABSTRACT
RESUMEN:
Cita Ihfadaniati - Herdian Herdian - Nur’aeni Nur’aeni - Gisella Arnis Grayana
CHAKIÑAN. Revista de Ciencias Sociales y Humanidades / ISSN 2550 - 6722 27
INTRODUCTION
Education is an eort that aims to develop all
the potential within an individual that lasts for a
lifetime using values and culture that follow the
community. The development of an individual’s
potential is not only needed by that person but
also by the community, nation, and state. State
as a result of part of the social community
(Syahrina & Andini, 2017). Indonesia has three
education systems that can be taken, namely
informal, formal and non-formal (Wicaksono,
2018).
One of them is formal education. Formal
education starts from an early age and
elementary school to secondary school, then to
tertiary institutions as the highest educational
institution in a country’s education system, and
higher education also has a role in exploring and
developing human potential for higher quality
(Karim, 2020).
Students are intellectual resources who study in
universities, and students as one of the agents
for the progress of a nation. Apart from being
an intellectual resource, students must instill
character values in lecturing activities, including
obedient worship behavior, honest attitude,
discipline, responsibility, care, and cooperation
(Amelia, 2018). One of the characteristics that
must be possessed is honest behavior in lectures,
students must have the ability to do exams
independently and not cheat.
In college, measuring a student’s learning
success can be seen from the acquisition of the
cumulative achievement index (GPA). Subekti
(2015) states that intelligence aects obtaining a
GPA. However, other factors inuence the GPA
to rise, namely academic dishonesty (Herdian et
al., 2021). Cheating in academics is one of the
strategies students use to improve their GPA.
Gehring and Pavela (1994) dene Academic
Cheating as an act of deliberate falsication in
which individuals attempt to acknowledge other
people’s work or business without permission or
use unauthorized means and false information
in any academic assignment. “Academic
dishonesty is not only unprofessional but also
unethical. Academic dishonesty is taking a
“cognitive shortcut” by submitting work for
assessment that is not your own. It is misconduct
to gain an advantage” (Tipton, 2015, p. 228).
Academic cheating is an act that uses improper
means for the right or honorable purpose of
obtaining academic success or reducing academic
failure (Melina & Prasetyo, 2017). According to
Syahrina & Andini (2017), Academic Cheating
is an action taken by individuals to achieve
success in ways that are not right. Individuals
are willing to do things that are not appropriate
in order to get the value and success they want.
From the survey results Rangkuti (2011) showed
that Academic Cheating carried out by students
included:
1) copying test results from students sitting
or close together during the exam without
being noticed by the other students;
2) bringing and using notes that are not allowed
into the room, and
3) planned collaboration between two or more
students to provide answers during the
exam.
In line with research, Bintoro et al. (2013)
explain the forms of academic cheating:
cheating, fake, committing acts of plagiarism,
plagiarizing, bribing, replacing the position of
others in academic activities, and cooperating
with others by using verbal or gesture. Besides
that, Older students are less likely to report
Academic Cheating and are more likely to
anticipate feelings of guilt for Cheating (Brunell
et al., 2011) In addition, participants stated that
gender and age were associated with Academic
Cheating (McCabe & Trevino, 1997).
Reason Academic Cheating has been studied
by various studies, including religiosity (Djie
& Ariela, 2021); moral reasoning (Heriyati &
Ekasari, 2020)opportunity, and rationalization;
procrastination (Prasetyo & Handayani, 2019);
self-ecacy (Pradia & Dewi, 2020); condence
HOW DOES THE TENDENCY TO GUILT AND SHAME IMPACT ACADEMIC FRAUD?
A PROSPECTIVE STUDY FOR FUTURE EDUCATORS
Número 22 / ABRIL, 2024 (25-34) 28
(Syahrina & Andini, 2017); achievement
motivation and peers (Utami & Sri, 2019);
perception of school climate (Fitria, 2019);
eects of performance goals and social norms
(Daumiller & Janke, 2020)mixed ndings
suggest that especially the eect of performance
goals might depend on contextual factors.
Aims: We wanted to investigate whether crucial
aspects of the achievement situation inuence
the magnitude of the eect of performance goals
(here: focused on appearance; peer pressure
and anxiety (Pantu et al., 2020); Grit (Herdian
& Rahayu, 2022); parental pressure and
perfectionism (Lusiane & Garvin, 2019).
Academic cheating behavior is often associated
with moral concepts. Students who tend not to
have avor guilty due to low moral obligation
(Handayani, 2018). The covering or anticipation
of negative emotions, such as guilt and shame,
determines whether or not moral behavior
will occur (Tangney et al., 2007). So that the
anticipation of guilt and shame will prevent
students from engaging in unethical behavior
in academics (Staats et al., 2008). Research on
one hundred and ninety-nine college students
explains that lack of guilt is the cause of academic
dishonesty behavior (Brunell et al., 2011).
According to Tracy et al. (2009), guilt is self-
awareness of negative things so that guilt arises
because the individual has done the wrong
action or made a mistake that, according to him
and his environment, the action is not following
the norm. Guilt can be dened as introspective,
which reects the relationship between self and
negative events (Baumeister et al., 2007).
Based on the literature review, this study aims
to examine Guilt and Shame Proneness against
academic cheating. This research was conducted
on primary school teacher education study
program students. The main reason the research
was conducted on these students is that they will
become educators after graduation. As the main
requirement for teachers in Indonesia, exemplary
is an important thing to be instilled from an early
age during lectures. Exemplary is also a way of
instilling morals for his profession in the future
METHODOLOGY
This study used a cross-sectional approach.
Guilty and shame as independent variables, while
academic dishonesty is the dependent variable.
The participants in this study were students
of Elementary School Teacher Education at
University in Indonesia. The sampling technique
used is simple random sampling.
This involves randomly selecting samples from
the population without considering the existing
strata within that population. Participants
consisted of 78 male students and 130 female
students with an age range of 20-21 years. Table
1 shows demographic participants. All students
provided informed consent, and all completed
questionnaires were collected on the same day
they were administered.
Table 1: Demographic Data
Academic cheating is measured by the Academic
Cheating scale using the proprietary aspect by
Bashir & Bala (2018)the exploratory factor
analysis (EFA consists of 30 items. The reliability
coecient value on the Academic Cheating
scale is Cronbach’s alpha of 0.932. The scale
consists of six aspects: exam, plagiarism, help
from others, cheating, falsication, and task.
This scale uses ve alternative answers. This
study used a Likert scale measurement of 1-6
from the answer choices of strongly disagree to
agree strongly. Guild and shame measured using
the GASP scale (Guilt and Shame Proneness
Scale) developed by Cohen et al. (2011)there is
disagreement about how 2 prototypical moral
Cita Ihfadaniati - Herdian Herdian - Nur’aeni Nur’aeni - Gisella Arnis Grayana
CHAKIÑAN. Revista de Ciencias Sociales y Humanidades / ISSN 2550 - 6722 29
emotions-guilt and shame-should be dened,
dierentiated, and measured. We addressed
these issues by developing a new assessment-
the Guilt and Shame Proneness scale (GASP
and has been tested for psychometric properties
by Istyqomah (2018). GASP (Guilt and Shame
Proneness Scale) consists of four aspects: Guilt-
negative-behavior-evaluation, Guilt-repair,
Shame-negative-self-evaluation, and Shame-
withdrawal. The reliability of Cronbach’s alpha
is 0.828. This scale uses four alternative answers.
This study used a Likert scale measurement of
1-6 from the answer choices of strongly disagree
to agree strongly.
The method used in this research is descriptive
analysis to determine the level of academic
dishonesty and Guilt and Shame Proneness. In
addition, a simple regression analysis technique
was carried out to determine the extent of the
inuence of Guilt and Shame Proneness on
academic dishonesty. Calculations are carried
out using the help of the JAMOVI 2.0 program.
RESULTS AND DISCUSSION
This study aims to determine the eect of Guilt
and Shame Proneness on Academic Cheating on
Elementary School Teacher Education students
at University X in Indonesia. Assumption tests
before the regression analysis were performed,
namely normality and linearity tests. The
one-sample Kolmogorov-Smirov test shows
that Academic Cheating and guilt variables
are normally distributed because they have a
signicant value of 0.223 (p>0.05). The results
of the linearity test of the two variables showed
that Academic Cheating and guilt were linearly
related (p=0.00, p<0.05)
The data was obtained from 208 students using
the Academic Cheating rating scale in the
Academic Cheating variable. After collecting
the data, it is possible to present a description of
the data on the size of the convergence tendency,
namely the mean, mode, and median, as well
as the measure of variance, namely, standard
deviation, variance, maximum score, and
minimum score, and in the following table.
Table 2: Description of Data
Based on Table 2. The minimum value is 30, and
the maximum is 97, with a mean of 58,2260. The
data in Table 2 is used as the basis for categorizing
the Academic Cheating level. So that the results
obtained are that four students have very high
Academic Cheating, 69 participants have high
Academic Cheating, 73 participants have
moderate Academic Cheating, 62 participants
have low Academic Cheating, and 0 participants
have very low Academic Cheating.
The guilt variable’s minimum value is 38, and the
maximum value is 55, with a mean of 43.6635.
Furthermore, the GASP level categorization
obtained results, 18 participants had very
high guilt, 58 participants had high guilt, 93
participants had moderate guilt, 39 participants
had low guilt, and 0 participants had very low
guilt.
Figure 1: Level of GASP and Academic
Cheating
Hypothesis testing aims to determine the eect
of Guilt and Shame Proneness on Academic
Cheating. Calculation of hypothesis testing
HOW DOES THE TENDENCY TO GUILT AND SHAME IMPACT ACADEMIC FRAUD?
A PROSPECTIVE STUDY FOR FUTURE EDUCATORS
Número 22 / ABRIL, 2024 (25-34) 30
using simple regression analysis using SPSS
26.0. After doing calculations using SPSS 26.0,
the results of hypothesis testing are:
Table 3: Regression analysis results
The regression test results for the eect of
Guilt and Shame Proneness on Academic
Cheating obtained a signicance of < .001, so
the hypothesis is accepted that Guilt and Shame
Proneness have a signicant eect on Academic
Cheating. Table 2 showed a coecient of
determination Rsquare of 0.076, meaning that
Guilt and Shame Proneness gave an eective
contribution value of 7.5% against academic
cheating. In comparison, this study did not
examine 92.5% of other factors.
The study results show that the hypothesis is
accepted, namely that 7.5% Guilt and Shame
Proneness inuence academic cheating.
Anderman (2007) explained that many academic
cheating phenomena occur at various levels of
education, and this phenomenon occurs from the
basic education level to the nal education level.
In line with that view (Wideman, 2008) also
explained that Academic Cheating is found at
various levels of education, and it is a problem
in Educational Institutions around the world.
This indicates a widespread issue that needs
attention. Chating, plagiarism, and other
unethical behaviors have been observed among
students at dierent educational institutions,
reecting the need for comprehensive measures
to address this problem.
Whether in primary schools, high schools,
or higher education settings, the prevalence
of academic dishonesty calls for concerted
eorts from educators, administrators, and
policymakers to instill a strong culture of
academic integrity and uphold ethical standards
across all educational levels.
This research is dierent from previous research
that examines how the feelings that arise after
committing fraudulent behavior occur. The
results show that individuals will feel guilty
about themselves and God (Mumtaza et al.,
2020)the provision of helping in fraud is still
done because it is motivated by the desire to
maintain the relationship (35.8%. Meanwhile,
this study concludes how Guilt and Shame
Proneness inuence academic cheating. This
result reinforces how the two variables interact.
Individuals with Guilt and Shame Proneness
aect academic cheating before and after
committing unethical behavior.
Guilt and Shame Proneness are two psychological
factors signicantly shaping individuals’
tendencies toward academic dishonesty. Guilt is
a feeling of remorse or regret that arises when
someone violates moral or ethical standards.
Shame, on the other hand, is an intense negative
emotion associated with feeling awed or
inadequate in the eyes of others. Both these
emotions are closely linked to one’s internal
moral compass and sense of ethical responsibility.
In academic dishonesty, individuals with higher
levels of Guilt and Shame Proneness are more
likely to experience negative emotions and self-
criticism when confronted with opportunities to
cheat or engage in unethical behavior.
These individuals may be more sensitive to
the consequences of their actions, not just in
terms of getting caught but also in terms of
disappointing themselves and others. Guilt or
guilty feeling is the tendency to exaggerate the
negative consequences of the experience of guilt
so that it impacts the social or interpersonal level
(Perdighe et al., 2015).
So when a feeling of guilt arises for having
committed a deviant act that is not following
the norms of the surrounding environment,
the individual will feel very sorry and then
evaluate himself from negative actions and try to
improve himself. This is in line with research by
Tangney (1996). Guilt is an unsatisfactory state
and can have psychological or physical eects.
Individuals will reect, criticize themselves, and
regret their actions. Another consequence of
Cita Ihfadaniati - Herdian Herdian - Nur’aeni Nur’aeni - Gisella Arnis Grayana
CHAKIÑAN. Revista de Ciencias Sociales y Humanidades / ISSN 2550 - 6722 31
guilt is worry, anxiety, and tension.
Previous literature reviews suggest guilt is
positively and signicantly associated with
religiosity and morals (Cohen et al., 2011). In line
with this opinion, religion is a determining factor
for guilt (Widjanarko, 1997). Moral includes
feelings of guilt and feelings of regret, which
are described as discomfort after committing a
violation (Syahputra, 2018). The participants of
this study are Muslim, proving that Guilt and
Shame Proneness in individuals aect unethical
behavior as taught by religion (Asir, 2014).
The limitation of this research lies in the limited
number of participants in elementary school
teacher candidates. In addition, the relatively
small number of participants only provides a
limited picture of the population of education
students. Therefore, the suggestion for future
research is that it is necessary to consider the
number of participants, and the data collected
must be more heterogeneous. In addition, there
is a need for renewal on the academic cheating
scale related to learning that is currently being
carried out, namely online learning.
As the results of previous research, there are
many ways that students achieve satisfactory
academic results (Herdian et al., 2021). This
research implies that, as we all know, students
are agents of the nation’s successors, and it is
hoped that students will be able to apply honest
behavior. For this reason, moral learning is
instilled from an early age, which is expected
so that dishonest behavior such as the Academic
Cheating case does not recur and is the rst step
in applying moral competence (Mumtaza et al.,
2020)the provision of helping in fraud is still
done because it is motivated by the desire to
maintain the relationship (35.8%.
CONCLUSIONS
This study focused on the relationship between
Guilt and Shame Proneness and Academic
Cheating among students in primary school
teacher education programs. The ndings
revealed that Guilt and Shame Proneness
signicantly inuence the occurrence of
Academic Cheating, indicating that individuals
with higher levels of Guilt and Shame Proneness
are less likely to engage in unethical behaviors
such as cheating.
The results underscore the importance of moral
inculcation in student-teacher candidates to
prevent and reduce Academic Cheating in
educational settings. Educators should prioritize
moral education and promote a strong sense of
ethical responsibility among students to foster
a culture of academic integrity and discourage
cheating behaviors. By addressing Guilt and
Shame Proneness as key factors, institutions can
take proactive measures to create an environment
that encourages honesty and upholds ethical
standards among future teachers.
DECLARATION OF CONFLICTS OF
INTEREST: The authors state that they have no
conicts of interest
AUTHOR CONTRIBUTION STATEMENT
AND ACKNOWLEDGMENT: The rst
author is the corresponding author of the article.
The other authors have been ordered according
to their participation. The contribution of each
author is listed using the CRediT Taxonomy
below.
− Cita Ihfadaniati: Conceptualization, formal
analysis, methodology, writing-revision, and
edition.
− Herdian: Conceptualization, Research,
Methodology, Writing-revision.
HOW DOES THE TENDENCY TO GUILT AND SHAME IMPACT ACADEMIC FRAUD?
A PROSPECTIVE STUDY FOR FUTURE EDUCATORS
Número 22 / ABRIL, 2024 (25-34) 32
− Nur’aeni: Conceptualization, Methodology.
− Gisella Arnis Grayana: Conceptualization,
Writing-revision
DECLARATION OF APPROVAL OF THE
ETHICS COMMITTEE: The authors declare
that this research was approved by participants
and by the Academic Council of the Psychology
Faculty in the Universitas Muhammadiyah
Purwokerto, to the extent that it involved human
beings.
BIBLIOGRAPHICAL REFERENCES
Amelia, W. (2018). Implementasi Pendidikan
Karakter dalam Pembelajaran Pengantar
Pendidikan Berbasis Projek Untuk
Meningkatkan Soft Skill Mahasiswa
PGSD Universitas Trilogi. Fakultas
Keguruan Dan Ilmu Pendidikan, 2(1),
101–117. https://core.ac.uk/download/
pdf/230482847.pdf
Anderman, E. M. (2007). The Eects of Personal,
Classroom, and School Goal Structures
on Academic Cheating. In Psychology
of Academic Cheating. https://doi.
org/10.1016/B978-012372541-7/50008-
5
Asir, A. (2014). Agama dan Fungsinya Dalam
Kehidupan Manusia. Jurnal Al-Ulum,
Universitas Islam Madura, 1(1), 1–38.
http://ejournal.kopertais4.or.id/madura/
index.php/alulum/article/view/1757
Bashir, H., & Bala, R. (2018). Development and
validation of academic dishonesty scale
(ADS): Presenting a multidimensional
scale. International Journal of
Instruction. https://doi.org/10.12973/
iji.2018.1125a
Baumeister, R. F., Vohs, K. D., DeWall, C. N., &
Zhang, L. (2007). How Emotion Shapes
Behavior: Feedback, Anticipation, and
Reection, Rather Than Direct Causation.
Personality and Social Psychology
Review, 11(2), 167–203. https://doi.
org/10.1177/1088868307301033
Bintoro, W., Purwanto, E., & Noviyani,
D. I. (2013). HUBUNGAN SELF
REGULATED LEARNING DENGAN
KECURANGAN AKADEMIK
MAHASISWA. Educational Psychology
Journal, 2(1), 57–64. https://journal.
unnes.ac.id/sju/index.php/epj/article/
view/2587
Brunell, A. B., Staats, S., Barden, J., & Hupp,
J. M. (2011). Narcissism and academic
dishonesty: The exhibitionism dimension
and the lack of guilt. Personality
and Individual Dierences, 50(3),
323–328. https://doi.org/10.1016/j.
paid.2010.10.006
Cohen, T. R., Wolf, S. T., Panter, A. T., & Insko,
C. A. (2011). Introducing the GASP
Scale: A New Measure of Guilt and
Shame Proneness. Journal of Personality
and Social Psychology, 100(5), 947–966.
https://doi.org/10.1037/a0022641
Daumiller, M., & Janke, S. (2020). Eects of
performance goals and social norms on
academic dishonesty in a test. In British
Journal of Educational Psychology (Vol.
90, Issue 2, pp. 537–559). https://doi.
org/10.1111/bjep.12310
Djie, A., & Ariela, J. (2021). Religiusitas
dan Ketidakjujuran Akademik pada
Mahasiswa Kristen di Universitas Kristen
di Tangerang. Indonesian Journal for
The Psychology of Religion, 1(1), 33–46.
https://doi.org/10.24854/ijpr215
Fitria, Y. (2019). Perilaku menyontek: Persepsi
terhadap iklim sekolah dengan
ketidakjujuran akademik. Jurnal Ilmiah
Psikologi Terapan, 7(1), 1. https://doi.
org/10.22219/jipt.v7i1.7833
Gehring, D. D., & Pavela, G. (1994). Issues
and Perspectives on Academic Integrity.
National Association of Student
Personnel Administrators.
Cita Ihfadaniati - Herdian Herdian - Nur’aeni Nur’aeni - Gisella Arnis Grayana
CHAKIÑAN. Revista de Ciencias Sociales y Humanidades / ISSN 2550 - 6722 33
Handayani, W. P. P. (2018). Penerapan Theory of
Planned Behaviour dalam Menjelaskan
Perilaku Kecurangan Akademik. Jurnal
IImiah Universitas Katolik Widya
Mandala Madiun, 42(01), 109–121.
http://portal.widyamandala.ac.id/jurnal/
index.php/warta/article/view/630
Herdian, H., Mildaeni, I. N., & Wahidah, F.
R. (2021). “There are Always Ways to
Cheat” Academic Dishonesty Strategies
During Online Learning. Journal of
Learning Theory and Methodology,
2(2), 60–67. https://doi.org/10.17309/
jltm.2021.2.02
Herdian, H., & Rahayu, E. (2022). “I Don’t
want to Commit Academic Dishonesty”:
the Role of Grit and Growth Mindset in
Reducing Academic Dishonesty. Journal
of Learning Theory and Methodology,
3(1), 25–33. https://doi.org/https://doi.
org/10.17309/jltm.2022.1.04
Heriyati, D., & Ekasari, W. F. (2020). A Study
on Academic Dishonesty and Moral
Reasoning. International Journal of
Education, 12(2), 56–62. https://doi.
org/10.17509/ije.v12i2.18653
Istyqomah, D. (2018). Pengaruh rasa salah,
rasa malu dan tipe kepribadian big
ve terhadap self-forgiveness pada
residen narkoba [Universitas islam
Negeri Syarif Hidayatullah Jakarta].
https://repository.uinjkt.ac.id/dspace/
bitstream/123456789/44519/1/
DESTIANA ISTYQOMAH-FPSI.pdf
Karim, B. A. (2020). Pendidikan Perguruan
Tinggi Era 4.0 Dalam Pandemi
Covid-19 (Reeksi Sosiologis).
Education and Learning Journal, 1(2),
102. https://www.researchgate.net/
publication/343144137_Pendidikan_
Perguruan_Tinggi_Era_40_Dalam_
Pandemi_Covid-19_Reeksi_Sosiologis
Lusiane, L., & Garvin. (2019). Tekanan Orangtua,
Perfeksionisme, dan Ketidakjujuran
Akademik pada Pelajar di Jakarta. Jurnal
Ilmiah Psikologi MIND SET, 9(01), 60–
77. https://doi.org/10.35814/mindset.
v9i01.726
McCabe, D. L., & Trevino, L. K. (1997).
Individual and contextual inuences on
academic dishonesty: A multicampus
investigation. Research in Higher
Education, 38(3), 379–396. https://doi.
org/10.1023/A:1024954224675
Melina, A., & Prasetyo, P. (2017). Pengaruh
Kepercayaan Diri Dan Konformitas
Kelompok Terhadap Perilaku Menyontek
Pada Mahasiswa Pepdidikan Ekonomi
Stkip Ypm Bangko. Ekopendia, 2(1),
61–70. https://journal.stkipypmbangko.
ac.id/index.php/ekopendia/article/
view/143
Mumtaza, S. N., Sajidah, S. A., Abidah, T. U.,
& Alfaruqy, M. Z. (2020). Helping for
Fraud Action: Studi Relasi Kooperatif
Mahasiswa dalam Aksi Kecurangan.
Cakrawala, 20(1), 41–46. https://doi.org/
https://doi.org/10.31294/jc.v20i1.7556
Nurhayati, N., Rosmaiyadi, R., & Buyung, B.
(2017). Eorts To Improve Student’S
Self Condence Using Collaborative
Learning Model. JPMI (Jurnal
Pendidikan Matematika Indonesia),
2(2), 57. https://doi.org/10.26737/jpmi.
v2i2.223
Pantu, E. A., Karmiyati, D., & Winarsunu, T.
(2020). Pengaruh tekanan teman sebaya
dan kecemasan menghadapi ujian
terhadap ketidakjujuran akademik pada
mahasiswa. Jurnal Ilmiah Psikologi
Terapan, 8(1), 54–65. https://doi.
org/10.22219/jipt.v8i1.9127
Perdighe, C., Cosentino, T., Faraci, P., Gragnani,
A., Saliani, A., & Mancini, F. (2015).
Individual dierences in guilt sensitivity:
The Guilt Sensitivity Scale (GSS). TPM
- Testing, Psychometrics, Methodology
in Applied Psychology, 22(3), 349–362.
https://doi.org/10.4473/TPM22.3.3
Pradia, F. R., & Dewi, D. K. (2020). Hubungan
Antara Self-Ecacy Dengan Academic
HOW DOES THE TENDENCY TO GUILT AND SHAME IMPACT ACADEMIC FRAUD?
A PROSPECTIVE STUDY FOR FUTURE EDUCATORS
Número 22 / ABRIL, 2024 (25-34) 34
Dishonesty Pada Mahasiswa. Character:
Jurnal Penelitian Psikologi, 8(8), 90–
103. https://ejournal.unesa.ac.id/index.
php/character/article/view/41680
Prasetyo, I., & Handayani, N. S. (2019).
Prokrastinasi Akademik Dan Kecurangan
Akademik Pada Mahasiswa Yang Kuliah
Sambil Bekerja. Jurnal Psikologi,
12(1), 22–30. https://doi.org/10.35760/
psi.2019.v12i1.1913
Rangkuti, A. A. (2011). Academic cheating
behaviour of accounting students: A
case study in Jakarta State University.
In Educational integrity: Culture and
values. Proceedings 5th Asia Pacic
Conference on Educational Integrity.
The University of Western Australia,
26-28 September. (pp. 105-109). https://
silo.tips/download/academic-cheating-
behaviour-of-accounting-students-a-
case-study-in-jakarta-state
Staats, S., Hupp, J. M., & Hagley, A. M. (2008).
Honesty and heroes: A positive psychology
view of heroism and academic honesty.
Journal of Psychology: Interdisciplinary
and Applied, 142(4), 357–372. https://
doi.org/10.3200/JRLP.142.4.357-372
Subekti, P. (2015). Perbandingan Perhitungan
Matematis Dan SPSS Analisis Regresi
Linear Studi Kasus (Pengaruh IQ
Mahasiswa Terhadap IPK). Prosiding
Snatika 2015, 3, 70–75. https://jurnal.
stiki.ac.id/index.php/SNATIKA/article/
view/314
Syahputra, W. (2018). Faktor-Faktor Yang
Mempengaruhi Rasa Bersalah
Mahasiswa Mengakses Situs Porno.
Skripsi, 11. https://repository.uinjkt.
ac.id/dspace/handle/123456789/460
Tangney, J. P. (1996). Conceptual and
methodological issues in the assessment
of shame and guilt. Behaviour Research
and Therapy, 34(9), 741–754. https://
doi.org/10.1016/0005-7967(96)00034-4
Tangney, J. P., Stuewig, J., & Mashek, D. J.
(2007). Moral emotions and moral
behavior. Annual Review of Psychology,
58, 345–372. https://doi.org/10.1146/
annurev.psych.56.091103.070145
Tipton, D. J. (2015). Personal and Professional
Growth for Health Care Professionals
(Book). Jones & Bartlett Publishers.
Tracy, J. L., Robins, R. W., Tracy, J. L., &
Robins, R. W. (2009). Psychological
Inquiry : An International Journal for
the Advancement of Psychological
Theory TARGET ARTICLE : “ Putting
the Self Into Self-Conscious Emotions : A
Theoretical Model “ Putting the Self Into
Self-Conscious Emotions : A Theoretical
Model. March 2015, 37–41. https://doi.
org/10.1207/s15327965pli1502
Utami, P. P., & Sri, E. A. (2019). Hubungan
Antara Motivasi Berprestasi dan Relasi
Teman Sebaya dengan Ketidakjujuran
Akademik Pada Mahasiswa Fakultas X
Unissula. Konferensi Ilmiah Mahasiswa
Unissula, 1(2), 551–560. https://jurnal.
unissula.ac.id/index.php/kimuhum/
article/view/8174
Wicaksono, A. G. (2018). Fenomena Full
Day School Dalam Sistem Pendidikan
Indonesia. Jurnal Komunikasi
Pendidikan, 1(1), 10. https://doi.
org/10.32585/jkp.v1i1.12
Wideman, M. A. M. A. (2008). Academic
Dishonesty in Postsecondary Education:
A literature review. Transformative
Dialogues: Teaching & Learning
Journal, 2(1), 1–12. https://www.kpu.ca/
sites/default/les/TeachingandLearning/
TD.2.1_Wideman_Academic_
Dishonesty_in_Postsecondary_
Education.pdf
Widjanarko, M. (1997). Hubungan Sikap
Religius Dengan Rasa Bersalah Pada
Remaja Akhir Yang Beragama Islam.
Psikologika: Jurnal Pemikiran Dan
Penelitian Psikologi, 2(3), 1–23. https://
doi.org/10.20885/psikologika.vol2.iss3.
art5