Burnout, self-efficacy, and academic awareness in dishonesty: a phenomenological study in higher education
Introduction Academic dishonesty, which encompasses various forms of fraud, is reshaping ethical practices within universities. Accordingly, the objective of this study is to analyze the relationship between burnout syndrome, self-efficacy, and academic conscience in the context of academic dishones...
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| Autores principales: | , |
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| Formato: | Artículo |
| Lenguaje: | inglés |
| Publicado: |
2026
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| Sumario: | Introduction Academic dishonesty, which encompasses various forms of fraud, is reshaping ethical practices within universities. Accordingly, the objective of this study is to analyze the relationship between burnout syndrome, self-efficacy, and academic conscience in the context of academic dishonesty among Peruvian university students. Methods A qualitative phenomenological design was employed, based on semistructured interviews and content analysis. The sample consisted of 15 students selected through convenience sampling, sufficient to achieve saturation within a relatively homogeneous population. The analysis followed an inductive coding process, applying open coding, categorization, and constant comparison. Data saturation was reached when codes and meanings stabilized and no new information emerged. Results The findings revealed seven categories and twenty subcategories, along with themes such as academic integrity as the core of ethical decision-making; the balance between well-being, personal life, and academic demands; self-efficacy as a modulator of responses to pressure; the interaction between emotions, cultural pressures, and ethical dilemmas; and the orientation toward personal goals as a guide for decision-making. These narratives show that students articulate emotional, cognitive, and ethical dimensions when confronting situations involving dishonesty. Discussion The study concludes that academic dishonesty maintains an emerging relationship with burnout, self-efficacy, and academic awareness, and contributes to understanding the psychological, pedagogical, and sociocultural processes that shape academic integrity. Further research in diverse university contexts is recommended to expand the interpretive patterns identified. |
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