Sense of Competence, Self-Control and Moral Compass As Determinants of Academic Dishonesty among Form Four Students in Baringo County, Kenya

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dc.contributor.advisorChrispus Wawire Koinangeen_US
dc.contributor.advisorPhilomena Ndambukien_US
dc.contributor.authorKemei, Daniel Kimutai
dc.date.accessioned2024-02-05T12:06:24Z
dc.date.available2024-02-05T12:06:24Z
dc.date.issued2023-09
dc.descriptionA Thesis Submitted to the School of Education and Lifelong Learning in Fulfillment of the Requirements for the Award Of Doctor of Philosophy in Educational Psychology of Kenyatta University September, 2023en_US
dc.description.abstractABSTRACT Academic dishonesty has been a common occurrence in Kenya’s education system in recent years. Stringent measures put in place have not succeeded in eliminating the vice as cases of secondary school students engaging in it are still being reported. A research study focusing individual reasons for academic dishonesty could potentially lead to new ways of addressing the vice. Therefore, the objectives of the present study were: to find the association between sense of competence and academic dishonesty; to establish if there was a connection between self-control and academic dishonesty; to find out the relationship between moral compass and academic dishonesty; to establish the interrelationship between sense of competence, self-control; moral compass and academic dishonesty; and to ascertain if there existed gender differences in academic dishonesty. The study was anchored on three theories namely: general theory of crime; identity development and cognitive dissonance theory. It adopted correlational and explanatory sequential research design. All 4,414 form four students from three selected sub counties in Baringo constituted the accessible population. Purposive, stratified and systematic sampling was carried out to select three sub-counties, 10 schools and 396 respondents (203 female; 193 male). The results from a pilot study featuring 43 students obtained acceptable Cronbach alphas. Descriptive statistics revealed that 12.1% of the respondents had never engaged in academic dishonesty. Results from Pearson Moment Correlation Coefficient found a weak, inverse and significant relationship between: sense of competence and academic dishonesty(r = -0.27, p=.000); self-control and academic dishonesty (r = -0.42, p = .000); moral compass and academic dishonesty (r = - 0.22, p= .000). Standard multiple regression found that the three predictor variables significantly predicted academic dishonesty (F (4,391) = 9.05, p < .001) with the model accounting for 21.7% of variance. Path analysis disclosed that self-control fully and partially respectively mediated the relationship between moral compass, sense of competence and academic dishonesty. Finally, independent sample t-test showed that gender difference in academic dishonesty were non-existent (t (335) = 1.03, p > .05. It was concluded that sense of competence, self-control and moral compass play a key role in predicting one’s engagement in academic dishonesty. It was therefore recommended that all stakeholders come together to foster students sense of competence, self-control together with moral compass which in turn may assist in reducing incidences of academic dishonestyen_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27527
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectSense of Competence, Self-Control and Moral Compassen_US
dc.subjectCompetenceen_US
dc.subjectSelf Controlen_US
dc.subjectMoral Compassen_US
dc.subjectDeterminants of Academic Dishonestyen_US
dc.subjectAcademic Dishonestyen_US
dc.titleSense of Competence, Self-Control and Moral Compass As Determinants of Academic Dishonesty among Form Four Students in Baringo County, Kenyaen_US
dc.typeThesisen_US
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PHD-Department of Educational Psychology