The Role of Perceived Parent Goal Orientations, Home-University Dissonance, and Neighborhood Space Dissonance on the Students Academic Cheating

The purpose of this research was to investigate the role of perceived parent goal orientations, home-university dissonance, and neighborhood space on the students’ academic cheating at Azarbaijan Shahid Madani University. To this end, from among the students of the aforementioned University who were about 6000 students, a sample including 404 students was selected through stratified random sampling. The instruments to collect the data were the Patterns of Adaptive Learning Scales (PALS) designed by Midgley et al. (2000). The reliability of all scales was over 0.75. The data were analyzed through running a stepwise multiple regression analysis using SPSS. Perceived parent goal orientations, neighborhood space and home- university dissonance as independent variables, and studentsʼ academic cheating as a dependent variable were analyzed. The independent variables could explain 0.12 of the total academic cheating variance. Home university dissonance and perceived mastery goal orientations could meaningfully predict the students’ academic cheating. Home-university dissonance with the coefficient of 0.293, and perceived parents goal orientations the coefficient 0.124 with 0.124, had the greatest role on the students’ academic cheating respectively. It was concluded that the higher home - university dissonance and perceived parent mastery goal orientation is the higher studentsʼ academic cheating behavior would be.