Academic dishonesty is a serious issue that undermines the values and principles of students and poses a threat to the integrity of educational institutions. To address this issue, it is important to identify its root causes, mainly because it is linked to the attitudes towards unethical behaviour in the workplace. It is crucial to gain a deeper understanding and insights into this issue to develop effective solutions and prevent it from happening. Therefore, this study aims to identify the factors that motivate students to engage in academic dishonesty. The survey instrument was based on Beck and Azjen's (1991) modified theory of planned behaviour, which consists of five components: moral obligation, attitude towards cheating, subjective norms, perceived behavioural control, and perceived locus of control. The survey was conducted among 300 respondents in public and private higher education institutions in Melaka. The findings revealed that three factors significantly influence the intention to commit academic dishonesty: moral obligation, attitude towards cheating, and perceived locus of control. Conversely, subjective norms and perceived behavioural control were insignificant in predicting the intention to commit academic dishonesty among Malaysian students. These results led to the development of the Integrative Model of Academic Dishonesty, which could help to reduce the prevalence of academic dishonesty among students. Future research could investigate the most effective methods for promoting ethical conduct and determining whether students understand the negative impact of academic misconduct on their employment prospects.
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