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目的探讨计划行为理论模型及学习倦怠感对作弊意向与行为的预测。方法采用基于计划行为理论的考试作弊意向量表和学习倦怠感量表对四川省6所高校的228名大二～大四学生做调查,并自我报告大学期间的考试作弊行为频数。结果①有60.1%的被试报告自己有过作弊行为;②学习倦怠感与计划行为理论模型呈显著的正相关;③作弊行为的意向及实际发生情况与计划理论模型(t=4.603,8.061;P<0.001)及学习倦怠感(t=4.142,4.753;P<0.001)的得分均存在显著差异。结论学习作弊是大学校园较为普遍的问题;计划行为理论模型及学习倦怠感能有效评估考试作弊意向及预测作弊行为。
Objective To explore the theoretical model of planning behavior and the learning burnout to predict the intention and behavior of cheating. Methods A total of 228 sophomore to fourth-year students from 6 universities in Sichuan Province were surveyed using the cheating intention-based questionnaire and the burn-in scale based on the planned behavior theory, and self-reported the frequency of cheating during the exam. Results (1) 60.1% of the participants reported that they had cheated themselves; ② There was a significant positive correlation between learning burnout and the theoretical model of planned behavior; ③ The intention of the cheating behavior and the actual situation and the planned theoretical model (t = 4.603, 8.061; P <0.001) and learning burnout (t = 4.142, 4.753; P <0.001). Conclusion Learning cheating is a common problem in college campuses. The theoretical model of planning behavior and learning burnout can effectively evaluate cheating intentions and predict cheating.