Investigating the Status of Components of Educational Ethical Values Among Students of Southeastern Universities of Iran

Fereshteh Shahabinia; Mehdi Mohammadi; Jafar Jahani; Maryam Shafie Sarvestani

doi:10.18502/htaa.v6i1.11133

Fereshteh Shahabinia Curriculum Planing, University of Shiraz, Shiraz, Iran
Mehdi Mohammadi Department of Administration and Educational Planning, University of Shiraz, Shiraz, Iran
Jafar Jahani Department of Administration and Educational Planning, University of Shiraz, Shiraz, Iran
Maryam Shafie Sarvestani Department of Administration and Educational Planning, University of Shiraz, Shiraz, Iran

DOI: https://doi.org/10.18502/htaa.v6i1.11133

Keywords: Ethicality; Research Honesty; Academic Honesty; Research Dishonesty; Academic Dishonesty

Abstract

Background: Undoubtedly, ethical and ethical values play a significant role in directing any field of behavior and activity in which a person engages. Students are confronted with different situations and demands in the university environment, necessitating different ethical and immorality behaviors.

Objectives: This study aimed to evaluate the components of ethical values among students at Zahedan universities.

Methods: In this descriptive-analytical cross-sectional study, 426 students were selected by stratified random sampling from Islamic Azad University, Sistan and Baluchestan University, and Medical Sciences University. Data were collected through a researcher-made questionnaire after calculating validity and reliability on four components: Academic honesty, academic dishonesty, research honesty, and research dishonesty. Data were analyzed using SPSS23 software with a one-sample t-test and MANOVA.

Results: From the perspective of students of different universities in Zahedan, the mean academic honesty, research honesty, academic dishonesty, and research dishonesty among students were less than the desired level. There was no significant difference between male and female students’ views on the mean of ethical value components among students. However, there was a significant difference between students’ views in different departments and universities about the average components of ethical value among students.

onclusions: Considering the low average of scientific and research honesty among students relative to the desired limit and the significance of this difference, we need to increase students’ awareness of ethical values, observe justice and practical implementation of examples of ethical values by professors, and encourage individuals to adhere to ethical values.