Akademik Veri Yönetim Sistemi
Türkiye Sosyal Araştırmalar Dergisi, cilt.29, sa.2, ss.512-528, 2025 (TRDizin)
This exploratory survey study examines how learner satisfaction, cheating behaviors, and perceived peer cheating predict perceived academic integrity, while also exploring the reasons behind cheating. The questionnaire included open-ended and Likert-type items. Quantitative analysis using multiple regression revealed that satisfaction with online education and perceived peer cheating were the strongest predictors of perceived academic integrity, explaining 17% and 16% of the variance, respectively. Qualitative content analysis identified three themes: perceptions of peer cheating, measures to prevent cheating, and instructors’ attitudes toward students as perceived to be influenced by their beliefs about cheating prevalence. Students reported a belief that peers cheat, emphasized the potential drawbacks of overly strict measures, and noted that instructors’ assumptions about cheating prevalence may shape their behavior. The findings offer valuable implications for educators seeking to address academic integrity in distance education.