Prilaku Kecurangan Akademik dalam Perspektif Tekanan Sosial Mikro: Peran Kontrol Diri Sebagai Variabel Mediasi

Maria Carmelita Bulu; Fernando Saragih; Markus Umbu K. Yewang

doi:10.71094/vkj.v4i1.311

Authors

Maria Carmelita Bulu Program Studi Pendidikan Ekonomi, Universitas Nusa Cendana, Indonesia
Fernando Saragih Program Studi Pendidikan Ekonomi, Universitas Nusa Cendana, Indonesia
Markus Umbu K. Yewang Program Studi Pendidikan Ekonomi, Universitas Nusa Cendana, Indonesia

DOI:

https://doi.org/10.71094/vkj.v4i1.311

Keywords:

Family Pressure, Peer Influence, Self-Control, Academic Cheating Behavior, Fraud Triangle Theory, Social Learning Theory, Self-Control Theory

Abstract

This study examines academic cheating behavior from the perspective of micro-level social pressure, emphasizing the mediating role of self-control. The study focuses on recipients of the KIP-Kuliah scholarship with a GPA above 3.00 at Universitas Nusa Cendana, where close social relationships, particularly with family and peers, represent the primary sources of pressure. The study population consisted of all KIP-Kuliah recipients at Universitas Nusa Cendana. A total of 110 respondents were selected using accidental sampling due to the absence of a specific official population list, making participant recruitment dependent on the availability of eligible respondents during the data collection period. The data were analyzed using path analysis. The findings indicate that micro-level social pressure not only has a direct effect on academic cheating but also exerts an indirect effect by weakening students' self-control. Students are more likely to engage in academic cheating when pressure from their immediate social environment exceeds their capacity for emotional regulation and self-restraint. These findings suggest that preventive interventions should prioritize strengthening students' psychological resilience and self-control rather than relying solely on administrative sanctions. From a theoretical perspective, this study extends Fraud Triangle Theory by demonstrating that the pressure dimension in academic settings arises primarily from everyday social interactions rather than financial factors alone.

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