El papel de la Tríada Oscura en la procrastinación académica y la deshonestidad académica
Conteúdo do artigo principal
Resumo
Este estudio investigó las relaciones entre la Tríada Oscura (maquiavelismo, narcisismo subclínico y psicopatía subclínica) y la procrastinación y deshonestidad académicas. Doscientos diez estudiantes universitarios españoles, con edades comprendidas entre los 18 y los 58 años, completaron las escalas Dirty Dozen, Academic Procrastination Scale-Short Form y una escala ad-hoc para evaluar la frecuencia de comportamientos académicos deshonestos. Se realizaron análisis de regresión jerárquica, controlando la edad y el sexo, se encontró que el maquiavelismo y el bajo narcisismo son predictores significativos de la procrastinación académica, mientras que el maquiavelismo es el único predictor significativo de la deshonestidad académica. El presente estudio contribuye a un mejor conocimiento de las causas de la procrastinación y la deshonestidad académicas.
Detalhes do artigo
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Commons Attribution License, CCAL). Com esta licença, os autores conservam o direito de propriedade sobre artigos mas permitem que qualquer pessoa façam download e distribuam os artigos publicados na RACC sem necessidade da permissão do autor ou editor. Uma última condição é que sempre, e em todos os casos, o autor e a fonte original de publicação (p.e., RACC) sejam citados. Esta licença foi desenvolvido para facilitar o acesso aberto, gratuito e livre a trabalhos originais do arte e ciência.
Como Citar
Referências
Abusafia, A. H., Roslan, N. S., Yusoff, D. M., & Nor, M. Z. M. (2018). Snapshot of academic dishonesty among Malaysian nursing students: A single university experience. Journal of Taibah University Medical Sciences, 13(4), 370-376. doi: 10.1016/j.jtumed.2018.04.003
Ackerman, D. S., & Gross, B. L. (2005). My instructor made me do it: Task characteristics of procrastination. Journal of Marketing Education, 27(1), 5-13. doi: 10.1177/0273475304273842
Ackerman, R. A., Witt, E. A., Donnellan, M. B., Trzesniewski, K. H., Robins, R. W., & Kashy, D. A. (2011). What does the narcissistic personality inventory really measure? Assessment, 18(1), 67-87. doi: 10.1177/1073191110382845
Balkis, M., & Duru, E. (2017). Gender differences in the relationship between academic procrastination, satisfaction with academic life and academic performance. Electronic Journal of Research in Educational Psychology, 15(1), 105-125. doi: 10.14204/ejrep.41.16042
Batool, S. S., Khursheed, S., & Jahangir, H. (2017). Academic procrastination as a product of low self-esteem: A mediational role of academic self-efficacy. Pakistan Journal of Psychological Research, 32(1), 195-211.
Baughman, H. M., Jonason, P. K., Lyons, M., & Vernon, P. A. (2014). Liar liar pants on fire: Cheater strategies linked to the Dark Triad. Personality and Individual Differences, 71, 35-38. doi: 10.1016/j.paid.2014.07.019
Birkás, B., Csathó, Á., Gács, B., & Bereczkei, T. (2015). Nothing ventured nothing gained: Strong associations between reward sensitivity and two measures of Machiavellianism. Personality and Individual Differences, 74, 112-115. doi: 10.1016/j.paid.2014.09.046
Birks, M., Smithson, J., Antney, J., Zhao, L., & Burkot, C. (2018). Exploring the paradox: A cross-sectional study of academic dishonesty among Australian nursing students. Nurse Education Today, 65, 96-101. doi: 10.1016/j.nedt.2018.02.040
Bloomfield, J., Crawford, T., & Fisher, M. (2021). Registered nurses understanding of academic honesty and the perceived relationship to professional conduct: Findings from a cross-sectional survey conducted in Southeast Asia. Nurse Education Today, 100, 104794. doi: 10.1016/j.nedt.2021.104794
Bong, M., Hwang, A., Noh, A., & Kim, S. (2014). Perfectionism and motivation of adolescents in academic contexts. Journal of Educational Psychology, 106(3), 711–729. doi: 10.1037/a0035836
Brando-Garrido, C., Montes-Hidalgo, J., Limonero, J. T., Gómez-Romero, M. J., & Tomás-Sábado, J. (2020). Procrastinación académica en estudiantes de enfermería. Adaptación española de la Academic Procrastination Scale-Short Form (APS-SF). Enfermería Clínica, 30(6), 371-376. doi: 10.1016/j.enfcli.2020.02.018
Brimble, M., & Stevenson-Clarke, P. (2005). Perceptions of the prevalence and seriousness of academic dishonesty in Australian universities. The Australian Educational Researcher, 32(3), 19-44. doi: 10.1007/bf03216825
Brumbach, B. H., Figueredo, A. J., & Ellis, B. J. (2009). Effects of Harsh and Unpredictable Environments in Adolescence on Development of Life History Strategies. Human Nature, 20(1), 25–51. doi: 10.1007/s12110-009-9059-3
Carpenter, D. D., Harding, T. S., Finelli, C. J., & Passow, H. J. (2004). Does academic dishonesty relate to unethical behavior in professional practice? An exploratory study. Science and Engineering Ethics, 10(2), 311-324. doi: 10.1007/s11948-004-0027-3
Carretero, H., & Pérez, C. (2005). Normas para el desarrollo y revisión de estudios instrumentales. International Journal of Clinical and Health Psychology, 5(3), 521-551.
Chirikov, I., Shmeleva, E., & Loyalka, P. (2019). The role of faculty in reducing academic dishonesty among engineering students. Studies in Higher Education, 45(12), 2464-2480. doi: 10.1080/03075079.2019.1616169
Christie, R., & Geis, F. (1970). Studies in Machiavellianism. New York: Academic Press.
Codina, N., Castillo, I., Pestana, J. V., & Balaguer, I. (2020). Preventing Procrastination Behaviours: Teaching Styles and Competence in University Students. Sustainability, 12(6), 2448. doi: 10.3390/su12062448
Corkin, D. M., Shirley, L. Y., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294-303. doi: 10.1016/j.lindif.2014.04.001
Cuadrado, D., Salgado, J. F., & Moscoso, S. (2019). Prevalence and correlates of academic dishonesty: Towards a sustainable university. Sustainability, 11(21), 6062. doi: 10.3390/su11216062
Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39(3), 162-163. doi: 10.1097/01.NEP.0000000000000291
Ellahi, A., Mushtaq, R., & Khan, M. B. (2013). Multi campus investigation of academic dishonesty in higher education of Pakistan. International Journal of Educational Management, 27(6), 647-666. doi: 10.1108/ijem-03-2012-0039
Elosua P. O. & Zumbo, B. D. (2008). Coeficientes de fiabilidad para escalas de respuesta categórica ordenada. Psicothema, 20(4), 896-901.
Esteves, G. G. L., Oliveira, L. S., de Andrade, J. M., & Menezes, M. P. (2021). Dark triad predicts academic cheating. Personality and Individual Differences, 171, 110513. doi: 10.1016/j.paid.2020.110513
Faucher, D., & Caves, S. (2009). Academic dishonesty: Innovative cheating techniques and the detection and prevention of them. Teaching and Learning in Nursing, 4(2), 37-41. doi: 10.1016/j.teln.2008.09.003
Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149-1160. doi: 10.3758/BRM.41.4.1149
Gaberson, K. B. (1997). Academic Dishonesty Among Nursing Students. Nursing Forum, 32(3), 14–20. doi: 10.1111/j.1744-6198.1997.tb00205.x
Gustavson, D. E., & Miyake, A. (2017). Academic procrastination and goal accomplishment: A combined experimental and individual differences investigation. Learning and Individual Differences, 54, 160-172. doi: 10.1016/j.lindif.2017.01.010
Hair, J., Black, W., Babin, B., & Anderson, R. (2013). Multivariate Data Analysis (7a ed.). New York: Pearson Education Limited.
Happel, S. K., & Jennings, M. M. (2008). An Economic Analysis of Academic Dishonesty and Its Deterrence in Higher Education. Journal of Legal Studies Education, 25(2), 183–214. doi: 10.1111/j.1744-1722.2008.00051.x
Hensley, L. C., Kirkpatrick, K. M., & Burgoon, J. M. (2013). Relation of gender, course enrollment, and grades to distinct forms of academic dishonesty. Teaching in Higher Education, 18(8), 895-907. doi: 10.1080/13562517.2013.827641
Hernández-Nieto, R. (2002). Contributions to statistical analysis. Mérida: Los Andes University Press
Jakobwitz, S., & Egan, V. (2006). The dark triad and normal personality traits. Personality and Individual Differences, 40(2), 331-339. doi: 10.1016/j.paid.2005.07.006
Jonason, P. K., & Webster, G. D. (2010). The dirty dozen: A concise measure of the dark triad. Psychological Assessment, 22(2), 420–432. doi: 10.1037/a0019265
Jones, D. N., & Figueredo, A. J. (2013). The Core of Darkness: Uncovering the Heart of the Dark Triad. European Journal of Personality, 27(6), 521–531. doi: 10.1002/per.1893
Kim, S., Fernandez, S., & Terrier, L. (2017). Procrastination, personality traits, and academic performance: When active and passive procrastination tell a different story. Personality and Individual differences, 108, 154-157. doi: 10.1016/j.paid.2016.12.021
Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33. doi: 10.1016/j.paid.2015.02.038
Kınık, Ö., & Odacı, H. (2020). Effects of dysfunctional attitudes and depression on academic procrastination: does self-esteem have a mediating role? British Journal of Guidance & Counselling, 48(5), 638-649. doi: 10.1080/03069885.2020.1780564
Krou, M. R., Fong, C. J., & Hoff, M. A. (2021). Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation. Educational Psychology Review, 33(2), 427–458. doi: 10.1007/s10648-020-09557-7
Lin, C. H. S., & Wen, L. Y. M. (2007). Academic dishonesty in higher education—a nationwide study in Taiwan. Higher Education, 54(1), 85-97. doi: 10.1007/s10734-006-9047-z
Ljubin-Golub, T., Petričević, E., & Rovan, D. (2019). The role of personality in motivational regulation and academic procrastination. Educational Psychology, 39(4), 550-568. doi: 10.1080/01443410.2018.1537479
Lorenzo-Seva, U., & Ferrando, P. J. (2006). FACTOR: A computer program to fit the exploratory factor analysis model. Behavior Research Methods, 38(1), 88–91. doi: 10.3758/bf03192753
Lyons, M., & Rice, H. (2014). Thieves of time? Procrastination and the Dark Triad of personality. Personality and Individual Differences, 61-62, 34-37. doi: 10.1016/j.paid.2014.01.002
Maneiro, L., López-Romero, L., Gómez-Fraguela, J. A., Cutrín, O., & Romero, E. (2019). Pursuing the Dark Triad: Psychometric properties of the Spanish version of the Dirty Dozen. Journal of Individual Differences, 40(1), 36-44. doi: 10.1027/1614-0001/a000274
McCloskey, J. D. (2011). Finally, my thesis on academic procrastination (tesis de maestría). Recuperada de http://hdl.handle.net/10106/9538
Muñiz, J., Fidalgo, A. M., García-Cueto, E., Martínez, R., & Moreno, R. (2005). Análisis de los ítems. Madrid: La Muralla
Muris, P., Merckelbach, H., Otgaar, H., & Meijer, E. (2017). The Malevolent Side of Human Nature. Perspectives on Psychological Science, 12(2), 183–204. doi: 10.1177/1745691616666070
Nathanson, C., Paulhus, D. L., & Williams, K. M. (2006). Predictors of a behavioral measure of scholastic cheating: Personality and competence but not demographics. Contemporary Educational Psychology, 31(1), 97–122. doi: 10.1016/j.cedpsych.2005.03.001
Nazir, M. S., & Aslam, M. S. (2010). Academic dishonesty and perceptions of Pakistani students. International Journal of Educational Management, 24(7), 655–668. doi: 10.1108/09513541011080020
Park, C. (2003). In other (people's) words: Plagiarism by university students--literature and lessons. Assessment & Evaluation in Higher Education, 28(5), 471-488. doi: 10.1080/02602930301677
Paulhus, D. L., & Williams, K. M. (2002). The dark triad of personality: Narcissism, Machiavellianism, and psychopathy. Journal of Research in Personality, 36(6), 556-563. doi: 10.1016/s0092-6566(02)00505-6
Pedrosa, I., Suárez-Álvarez, J., & García-Cueto, E. (2013). Evidencias sobre la validez de contenido: avances teóricos y métodos para su estimación. Acción Psicológica, 10(2), 3-18. doi: 10.5944/ap.10.2.11820
Rabin, L. A., Fogel, J., & Nutter-Upham, K. E. (2011). Academic procrastination in college students: The role of self-reported executive function. Journal of Clinical and Experimental Neuropsychology, 33(3), 344-357. doi: 10.1080/13803395.2010.518597
Rebollo-Quintela, N., Espiñeira-Bellón, E. M., & Cantero, J. M. M. (2017). Atribuciones causales en el plagio académico por parte de los estudiantes universitarios. Revista de Estudios e Investigación en Psicología y Educación, 6, 192-196. doi: 10.17979/reipe.2017.0.06.2453
Sattler, S., Graeff, P., & Willen, S. (2013). Explaining the decision to plagiarize: An empirical test of the interplay between rationality, norms, and opportunity. Deviant Behavior, 34(6), 444-463. doi: 10.1080/01639625.2012.735909
Smith, M. M., Sherry, S. B., Chen, S., Saklofske, D. H., Flett, G. L., & Hewitt, P. L. (2016). Perfectionism and narcissism: A meta-analytic review. Journal of Research in Personality, 64, 90-101. doi: 10.1016/j.jrp.2016.07.012
Sommer, L., & Haug, M. (2012). What Influences Implementation Intentions in an Academic Learning Context--The Roles of Goal Intentions, Procrastination, and Experience. International Journal of Higher Education, 1(1), 32-61. doi: 10.5430/ijhe.v1n1p32
Stiff, C. (2019). The dark triad and Facebook surveillance: How Machiavellianism, psychopathy, but not narcissism predict using Facebook to spy on others. Computers in Human Behavior, 94, 62-69. doi: 10.1016/j.chb.2018.12.044
Taradi, S. K., Taradi, M., & Đogaš, Z. (2012). Croatian medical students see academic dishonesty as an acceptable behaviour: a cross-sectional multicampus study. Journal of Medical Ethics, 38(6), 376–379. doi: 10.1136/medethics-2011-100015
Teodorescu, D., & Andrei, T. (2009). Faculty and peer influences on academic integrity: College cheating in Romania. Higher Education, 57(3), 267-282. doi: 10.1007/s10734-008-9143-3
Ternes, M., Babin, C., Woodworth, A., & Stephens, S. (2019). Academic misconduct: An examination of its association with the dark triad and antisocial behavior. Personality and Individual Differences, 138, 75-78. doi: 10.1016/j.paid.2018.09.031
Trost, K. (2009). Psst, have you ever cheated? A study of academic dishonesty in Sweden. Assessment & Evaluation in Higher Education, 34(4), 367-376. doi: 10.1080/02602930801956067
Uzun, B., LeBlanc, S., & Ferrari, J. R. (2020). Relationship between Academic Procrastination and Self-Control: The Mediational Role of Self-Esteem. College Student Journal, 54(3), 309-316.
Uzun, B., O'Callaghan, J., Bokszczanin, A., Ederer, E., & Essau, C. (2014). Dynamic interplay of depression, perfectionism and self-regulation on procrastination. British Journal of Guidance & Counselling, 42(3), 309-319. doi: 10.1080/03069885.2014.896454
Van Eerde, W. (2003). A meta-analytically derived nomological network of procrastination. Personality and Individual Differences, 35(6), 1401-1418. doi: 10.1016/s0191-8869(02)00358-6
Williams, K. M., Nathanson, C., & Paulhus, D. L. (2010). Identifying and profiling scholastic cheaters: Their personality, cognitive ability, and motivation. Journal of Experimental Psychology: Applied, 16(3), 293–307. doi: 10.1037/a0020773
Yardley, J., Rodríguez, M. D., Bates, S. C., & Nelson, J. (2009). True confessions?: Alumni's retrospective reports on undergraduate cheating behaviors. Ethics & Behavior, 19(1), 1-14. doi: 10.1080/10508420802487096
Zettler, I., Moshagen, M., & Hilbig, B. E. (2021). Stability and change: The Dark Factor of Personality shapes dark traits. Social Psychological and Personality Science, 12(6), 974-983. doi: 10.1177/1948550620953288
Zhang, J., Paulhus, D. L., & Ziegler, M. (2019). Personality predictors of scholastic cheating in a Chinese sample. Educational Psychology, 39(5), 572-590. doi: 10.1080/01443410.2018.1502414