This research aimed to identify patterns, intellectual structure, contributions, social interactions, gaps, and future research directions in the field of academic integrity (AI). A bibliometric analysis was conducted with 1406 publications covering the period 1966–2023. The results indicate that there has been significant growth in AI literature over the last decade. The most influential publications focused on academic integrity violations such as cheating, plagiarism, and academic misconduct. The largest contribution to the field has come from journals that publish specifically on (...) ethics and academic integrity. Studies in the historical origins of the field have focused on students’ cheating behavior. The thematic structure of the field has focused on academic integrity and its violations, cheating, academic dishonesty, academic integrity in the context of online education, research ethics, and research on the detection of academic violations. The trending topics in the field are academic dishonesty, especially plagiarism and cheating, and online education. The UK, USA, Canada, and Australia have been the most collaborative and productive. More research is needed to address the AI field in the context of new developments. (shrink)

This study discusses the mediating role of statistics anxiety and motivation in the relationship comprising academic dishonesty, personality traits, and previous academic achievements in three different learning environments. Self-determination theory provides a broad psychological framework for these phenomena. Data were collected from 649 bachelor-degree students in the Social Sciences in five Israeli academic institutions. Structural equation modelling was employed to investigate the research variables’ relationships. Findings indicate that statistics anxiety mediates the relationship between personality traits and academic dishonesty in the (...) POE and the ERT learning environments. Findings also indicate the relationship between students’ achievements and academic dishonesty, but only in the ERT learning environment. In contrast, motivation mediates the relationship between students’ achievements and statistics anxiety only in the POE learning environment. This study unveils that learning environments determine the mediating role of statistical anxiety. In digital learning environments, mediation has been found between students’ personality traits and academic dishonesty. No similar parallel mediation could be established in the physical learning environment, F2F. Thus, we conclude that online courses should be designed according to student-centred approaches. (shrink)