THE EFFICACY OF COGNITIVE BEHAVIOURAL THERAPY IN ADDRESSING ACADEMIC DISHONESTY AND REINFORCING ACADEMIC INTEGRITY AMONG STUDENTS IN PUBLIC HIGHER INSTITUTIONS

Autores/as

  • Michael Onwumere Alex Ekwueme Federal University (UEFUNAI) https://orcid.org/0000-0003-4984-3642
  • Modebelu N. Melody Faculty of Science Education (FSE) https://orcid.org/0000-0003-4984-3642
  • Uwakwe Rowland Chukwuemeka Alex Ekwueme Federal University (UEFUNAI)
  • Uchendu Ijeoma A. Michael Okpara University of Agriculture (MOUAU)
  • Awoke Ngozi Ngwanma Alex Ekwueme Federal University (UEFUNAI)
  • Ngele Cletus Ezeoke Alex Ekwueme Federal University (UEFUNAI)
  • Onwusi Clara Amoge Alex Ekwueme Federal University (UEFUNAI)
  • Ojemuyide Chidiebere C. Alex Ekwueme Federal University (UEFUNAI)
  • Edwin Idenyi Otozi Alex Ekwueme Federal University (UEFUNAI)
  • Odimkpa Christiana Ogonna Alex Ekwueme Federal University (UEFUNAI)
  • Ngozi Theresa Nwudu Alex Ekwueme Federal University (UEFUNAI)
  • Chidiebere Duru K. Alex Ekwueme Federal University (UEFUNAI)
  • Egbule Ezichi Emmanuel Alex Ekwueme Federal University (UEFUNAI)
  • Mpamugo Onyebuchi Vitalis Alex Ekwueme Federal University (UEFUNAI)
  • Obioha Chidinma N. Alex Ekwueme Federal University (UEFUNAI)
  • Onyibo Chidinma Evelyn Alex Ekwueme Federal University (UEFUNAI)

DOI:

https://doi.org/10.18623/rvd.v23.5791

Palabras clave:

Academic Dishonesty, Cognitive Behavioural Therapy, Academic Integrity, Higher Education, Behavioural Intervention

Resumen

This study investigated the effectiveness of Cognitive Behavioural Therapy (CBT) in reducing academic dishonesty among undergraduate students in public higher institutions in Ebonyi State, Nigeria. A quasi-experimental design with pre-test and post-test measures for experimental and control groups was adopted. A sample of 394 students was purposively selected and evenly assigned to both groups. Data were collected using the Academic Dishonesty Behaviour Questionnaire (ADBQ), which assessed behaviours such as examination malpractice, plagiarism, and falsification of records. Descriptive statistics addressed the research questions, while Analysis of Covariance (ANCOVA) tested the hypotheses at a 0.05 level of significance. Findings revealed that participants initially exhibited moderate to high levels of academic dishonesty. Following a six-week CBT intervention, the experimental group showed a significant reduction in dishonest behaviours, whereas the control group showed minimal change. ANCOVA results indicated a statistically significant difference in post-test scores between the groups (F (1,391) = 102.87, p < 0.05). The study concludes that CBT effectively reduces maladaptive beliefs associated with academic dishonesty and enhances ethical decision-making. It recommends integrating CBT-based programmes into institutional counselling services to promote academic integrity.

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Publicado

2026-04-08

Cómo citar

Onwumere, M., Melody, M. N., Chukwuemeka, U. R., A., U. I., Ngwanma, A. N., Ezeoke, N. C., … Evelyn, O. C. (2026). THE EFFICACY OF COGNITIVE BEHAVIOURAL THERAPY IN ADDRESSING ACADEMIC DISHONESTY AND REINFORCING ACADEMIC INTEGRITY AMONG STUDENTS IN PUBLIC HIGHER INSTITUTIONS. Veredas Do Direito, 23(6), e235791. https://doi.org/10.18623/rvd.v23.5791

Número

Vol. 23 Núm. 6 (2026): Veredas do Direito, v. 23, n. 6 2026

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Articles

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