The prediction of academic dishonesty based on academic procrastination, personality traits,cognitive flexibility with the mediated role of parental bonding

Bayanfar, Fatemeh; Razazan, Mahshid

doi:10.30473/etl.2026.75199.4438

The prediction of academic dishonesty based on academic procrastination, personality traits,cognitive flexibility with the mediated role of parental bonding

Document Type : Research

Authors

fatemeh Bayanfar ¹
Mahshid Razazan ²

¹ Associate Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, University of Payam-e-Noor, Tehran, Iran f.bayanfar@pnu.ac.ir

² . M.Sc. Student of educational Psychology, Department of Psychology, University of Payam-e-Noor, Tehran, Iran

10.30473/etl.2026.75199.4438

Abstract

Abstract: Academic dishonesty has undermined the credibility of teaching and research, reduced public trust in educational institutions, devalued academic qualifications, and is becoming a serious global educational threat. The aim of study was to predict academic dishonesty based on academic procrastination, personality traits, cognitive flexibility, and parental bonding mediation. The statistical population included all Junior high school students of Semnan in 2024-2025. The sample size was 535 people selected through multistage cluster sampling. Research tools included academic dishonesty scale McCabe & Trevino (1996), academic procrastination questionnaire Solomon & RothBloom (1984), Neo Five Factor Inventory Costa& McCrae (1985), Cognitive Flexibility Inventory Dennis& VanderWaal (2010), Parental Bonding Instrument Parker &et al (1979). Data was analyzed using structural model tests and path analysis. The degree of variance explained by the main endogenous variable of the model, the academic dishonesty, through three variables is 0.246. Also, 0.353 of the variances of parental bonding are explained by the three main exogenous variables. Academic procrastination (0.375) has a direct relationship with academic dishonesty (p≤ 0/0/001). cognitive flexibility (-0.390), personality traits (-0508) and parental bonding (-085) have negative and significant relationship with academic dishonesty (p≤ 0/0/001). The results of evaluating fitness indexes indicate that the final model fitted with the collected data in an acceptable manner and the conceptual model of the research is confirmed. The findings of this research have practical implications for educational interventions focusing on increasing parental bonding to reduce dishonesty and academic procrastination, to promote positive personality traits and cognitive flexibility in students.

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