Lack of self-control and online academic dishonesty in an extended TPB model: A PLS-SEM approach

This study examines the determinants of online academic dishonesty using the theory of planned behavior. We surveyed 1087 college students in Central Philippines and utilized a partial least squares-structural equation modeling analysis to evaluate a proposed model. Results demonstrate that 10 of the 11 hypothesized relationships are statistically significant. Moreover, the paths leading to online academic dishonesty are significantly supported with a 38.6 percent coefficient of determination. Other significant findings have practical implications for theory and practice in higher education, particularly in online assessment. These insights indicate that educational leaders must recognize the need for targeted interventions to promote ethical behavior and uphold academic integrity. Educators and policymakers can use these insights to develop measures addressing online academic dishonesty. Lack of self-control exhibits inverse variations with attitude and direct variations with subjective norms and perceived behavioral control. Justification exhibits inverse variations with attitude and direct variations with subjective norms and online academic dishonesty. The combined influence of justification and intention explains a significant portion, about 38.6 percent, of the variations of online academic dishonesty.