Abstract:

Academic dishonesty behaviors are leading common ethical problems of higher education. When the factors resulting in academic dishonesty are observed, it is seen that the various individual features predict the academic dishonesty. There are some studies telling that there is a relationship between academic procrastination, which is one of the characteristics mentioned above, and tendency of academic dishonesty. In related researches, it has been reported that there is low and positive and negative correlation between these variables. However, the studies are conducted with limited sample and the number of the studies in which the pre-service teachers participate as work group is quite low. In this context, it has been thought that expected consequences of this study, which will reveal the relationship between academic procrastination and academic dishonesty tendencies will bring new viewpoints to studies in the body of the literature and it will contribute to the teacher training system.

The aim of this study is to investigate the relationship between academic procrastination and academic dishonesty tendency of pre-service teachers who study at Dumlupınar University. In accordance with the main aim, the following questions are intended to be answered:
(1) What is the level of procrastination of the pre-service teachers?
(2) What is level of academic dishonesty tendency of the pre-service teachers?
(3) Do the procrastination and academic dishonesty tendency of pre-service teachers differentiate significantly according to their gender, grades, study field of high school and academic scores?
(4) Is there any relationships between the academic procrastination and academic dishonesty tendency of the pre-service teachers?

The present study which aims to discover the relationship between two variables will be conducted as a correlational research with quantitative approach. The sample will consist of pre-service teachers studying at 1st, 2nd, 3rd and 4th grades at Dumlupınar University Faculty of Education, in the first term of the 2017-2018 academic year. To recruit participants, simple random sampling will be used.
Academic Procrastination Scale (Çakıcı, 2003) and Academic Dishonesty Tendency Scale (Eminoğlu, 2008) will be utilized to gather data. First scale’s coefficient alpha score is .92. Test retest coefficient score is .89 and split half coefficient score is .85. Latter scale’s coefficient alpha score of the scale is .90 and test retest coefficient score ise.88.

Data will be collected in the first semester of 2017-2018 academic year. Data collection tools will be applied in different sessions and participants will also be asked for demographic information. For the first three sub-questions, parametric or non-parametric statistical techniques will be used depends on the conditions whether assumptions are met. And last sub-question will be tested by using correlation analysis.

References:
[1] Çakıcı, D. Ç. (2003). Lise ve üniversite öğrencilerinde genel erteleme ve akademik erteleme davranışının incelenmesi. (Yayımlanmamış yüksek lisans tezi). Ankara Üniversitesi, Ankara.
[2] Eminoğlu, E. (2008). Üniversite öğrencilerinin akademik sahtekarlık eğilimlerinin ölçülmesine yönelik bir ölçek geliştirme çalışması. (Yüksek lisans tezi, Abant İzzet Baysal Üniversitesi). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/

Keywords:

Academic dishonesty, academic procrastination, pre-service teachers.