RT Article
T1 Cheating in Iran: An Examination of Academic Dishonesty Through the Lens of Situational Action Theory
JF International criminal justice review
VO 35
IS 4
SP 393
OP 415
A1 Shadmanfaat, Seyyedeh Masoomeh (Shamila)
A1 Kabiri, Saeed
A1 Donner, Christopher M.
A1 Rahmati, Mohammad M.
A1 Maddahi, Javad
A1 Yousefvand, Saman
A1 Hardyns, Wim
A1 Safiri, Khadijeh
A2 Kabiri, Saeed
A2 Donner, Christopher M.
A2 Rahmati, Mohammad M.
A2 Maddahi, Javad
A2 Yousefvand, Saman
A2 Hardyns, Wim
A2 Safiri, Khadijeh
LA English
YR 2025
UL https://krimdok.uni-tuebingen.de/Record/1937673626
AB Academic dishonesty has recently attracted the attention of scholars worldwide in the aftermath of severe breaches of academic rules of conduct. As today's students are tomorrow's leading academics and professionals, it continues to be of importance to understand the basic explanatory mechanisms of academic dishonesty. The present cross-cultural inquiry explores academic dishonesty through the lens of situational action theory (SAT). Specifically, this paper explores the connection between criminogenic propensity and criminogenic exposure, and its impact on academic misconduct. We analyze self-reported data from a random sample of 378 Iranian students. Multivariate regression results, examining both direct and interactional relationships, demonstrate that the key propensity–environment hypotheses of SAT are generally supported as morality, self-control, and perceived deterrence all play a role in explaining academic misconduct. Specific findings, study limitations, and directions for future research are discussed.
K1 Deterrence
K1 Self-control
K1 Morality
K1 Academic Dishonesty
K1 Situational Action Theory
DO 10.1177/10575677241271201