May

Self-Concept as a Correlate of Academic Integrity among Undergraduates in Kwara State Nigeria

Dr. Samson Pariola AKINGBULU

Professor Ireti Folasade ALAO

Department of Educational Psychology and Counselling, Adeyemi Federal University of Education, Ondo, Ondo State.

Abstract

This study examined the association between academic integrity and self-concept among undergraduate students in Kwara State. A correlational research design was employed to examine the nature and strength of this relationship. The sample comprised 414 undergraduates selected from three universities within the state using a multi-stage sampling approach that integrated purposive, proportional, and simple random sampling techniques. Data were gathered using two standardised and validated instruments: The Academic Integrity Scale and the Self-Concept Scale. The reliability of both scales was confirmed using the test – retest, producing reliability coefficients of 0.89 for the Self-Concept and 0.88 for Academic Integrity Scales, the result indicates a high measurement consistency. Data analysis involved descriptive statistics, specifically percentages and frequency counts, the hypothesis was tested using Pearson’s Product Moment Correlation (PPMC) at a 0.05 level of significance. The results show that a substantial proportion of the respondents reported high levels of self-concept (61.8%) and academic integrity (92.8%). Moreover, the results demonstrated a statistically significant positive relationship between self-concept and academic integrity (r = 0.268, p < .05), suggesting that undergraduates with stronger self-perceptions are more likely to exhibit ethical academic behaviours. In light of these findings, the study recommends the adoption of targeted institutional and psychosocial interventions aimed at enhancing students’ self-concept. Strengthening this psychological attribute is expected to promote ethical conduct and reinforce sustained compliance with academic integrity standards among undergraduate students.

Keywords: Self-concept, academic integrity, undergraduates, Kwara State, Nigeria

Introduction

Academic integrity represents a core ethical foundation upon which the credibility and legitimacy of higher education institutions are built. Within Nigerian universities, its importance is particularly pronounced, as adherence to ethical academic practices promotes trust, fairness, accountability, and intellectual honesty—values that are indispensable for effective learning and institutional reputation. However, despite its central role, an increasing proportion of undergraduates encounter difficulties in upholding academic integrity. This challenge is largely attributable to the interplay of psychological, social, and academic pressures that predispose students to unethical academic behaviours (Olatunji & Ibrahim, 2022). These pressures are closely linked to internal psychological attributes, notably self-concept, emotional intelligence, and assertiveness, which significantly influence students’ academic choices and ethical judgement.

Among these internal attributes, self-concept occupies a particularly pivotal position. Self-concept refers to individuals’ perceptions and evaluations of their abilities, values, and overall self-worth, functioning as a cognitive lens through which students interpret academic expectations and challenges (Fadipe, 2022). It encompasses key dimensions such as self-esteem and academic self-efficacy, which collectively shape confidence, perseverance, and moral conduct within educational settings (Okafor, 2021). Empirical studies indicate that undergraduates with a positive self-concept are more inclined to demonstrate ethical behaviour and resilience, whereas those with negative self-perceptions may resort to academic misconduct as a compensatory response to perceived inadequacies (Nwankwo, 2020). In the Nigerian context, self-concept is influenced by cultural values, societal expectations, and educational experiences, all of which interact to shape students’ commitment to academic norms and ethical standards (Adekunle & Alade, 2023).

Nigerian undergraduates operate within an academic environment characterised by intense competition, elevated performance expectations, and considerable socio-economic pressures. These conditions, combined with a strong desire for academic success, often increase students’ vulnerability to ethical compromise (Adigun & Balogun, 2023). Taiwo and Adedoyin (2022) observed that self-concept plays a significant role in shaping the academic attitudes of students and behavioural choices. Students with positive and a strong self-concept tend to rely on their abilities and engage in honest academic practices, whereas those with low self-esteem or negative self-perceptions may doubt their competence and become more susceptible to dishonest behaviours (Ibrahim, 2021). Supporting this view, Adigun (2022) reported a strong association between achievement pressure and academic integrity, while Adenuga and Mustapha (2018) discovered that the levels of self-concept is significantly higher and predict adherence to ethical academic standards.

The bond between academic integrity and self-concept has attracted growing scholarly attention due to its implications for promoting ethical behaviour among students. As a multidimensional construct encompassing self-worth, perceived competence, and value orientation, self-concept plays a decisive role in shaping undergraduates’ ethical reasoning and behaviour within academic environments (Shuaibu & Musa, 2023). Olawale and Ajayi (2022) reported that students with high self-esteem a core component of self-concept is likely to comply with academic integrity norms, attributing this tendency to heightened confidence and moral commitment. Similarly, Adigun and Taiwo (2020) observed that many undergraduates maintain a positive self-concept despite challenges such as academic overload, peer competition, limited parental support, and academic setbacks. Shuaibu and Musa (2023) further noted that a substantial number of students continue to uphold academic integrity even under conditions of significant stress and emotional strain.

Olatunji (2023) also demonstrated that students with a positive self-concept exhibit greater resistance to peer pressure and external influences that encourage academic misconduct. This resistance is grounded in strong self-efficacy and moral conviction, which guide ethical decision-making in challenging circumstances. Likewise, Mbah (2023) identified a positive connection between self-concept and ethical decision-making, suggesting that a healthy self-image enhances students’ capacity to navigate moral dilemmas effectively. Collectively, the result highlight the significance of adopting positive self-concept as a preventive strategy against academic dishonesty.

Despite these insights, empirical investigations examining the impact of self-concept on academic integrity within the Nigerian context remain limited. Adegoke and Adebayo (2021) argued that Nigeria’s distinctive cultural and educational environment may intensify the role of self-concept in shaping behaviour academically. The high-stakes nature of examinations and the competitive labour market may encourage students with low self-concept to perceive academic misconduct as a viable means of achieving success (Adekunle & Alade, 2023). Moreover, societal expectations and rigid instructional structures may undermine students’ self-efficacy. Michael (2024) observed that limited emphasis on creativity and critical thinking in Nigerian universities may weaken students’ sense of self-worth, thereby increasing their susceptibility to unethical academic practices.

Addressing these challenges necessitates both systemic and psychological interventions. Olatunji (2023) emphasised that mentoring, counselling, and positive reinforcement programmes can enhance students’ self-concept and substantially reduce academic misconduct. Similarly, Mbah (2023) advocated for educational reforms that prioritise holistic student development and integrate self-concept enhancement into curricular frameworks. Against this backdrop, this study examines the relationship between self-concept and academic integrity among undergraduates in Kwara State.

Statement of the Problem

Academic dishonesty among Nigerian undergraduates has become increasingly prevalent, posing a serious threat to the credibility of higher education institutions and the ethical quality of their graduates. Eze and Obi (2023) reported that approximately 60% of Nigerian undergraduates acknowledged at least one form of academic misconduct, including examination malpractice, plagiarism, and falsification of academic records. Such practices undermine educational quality and negatively affect students’ psychological development, academic confidence, and self-worth. Scholarly attention has increasingly focused on self-concept as a key factor influencing academic integrity. Evidence suggests that respondents with low self-concept are more probable to involve in dishonest academic practices as a coping mechanism for self-doubt and external pressures (Oladele, 2022). Fadipe (2022) found that students with positive self-concept exhibited greater resilience and ethical consistency when faced with academic challenges, whereas those with negative self-perceptions were more prone to dishonest behaviour. Adigun and Taiwo (2020) further reported that 65% of Nigerian undergraduates with a positive self-image demonstrated strong commitment to academic integrity, compared to only 30% among students with negative self-concept. These findings pinpoint the central role of self-concept in shaping ethical academic behaviour and justify the need for context-specific investigation, particularly within Kwara State.

Research Questions

What is the level of self-concept among undergraduates in Kwara State?

What is the level of academic integrity among undergraduates in Kwara State?

Research Hypothesis

There is no significant relationship between self-concept and academic integrity among undergraduates in Kwara State.

Literature Review

Concept of Self-Concept

An individuals’ views, evaluations, and beliefs about themselves, encompassing perceived abilities, personality traits, and overall self-worth is referred to as self-concept. Within educational psychology, self-concept is recognised as a critical determinant of students’ motivation, behaviour, and academic performance. Importantly, self-concept is dynamic and evolves through interactions with significant social agents, including family, peers, and educational institutions (Marsh & Martin, 2021).

A central dimension of self-concept is academic self-concept, which relates specifically to students’ perceptions of their academic competence. Academic self-concept strongly influences how students approach learning tasks, respond to academic challenges, and regulate learning behaviours. Guay, Marsh, and Boivin (2022) observed that undergraduates with positive self-concept determine higher confidence, persistence, and engagement, whereas those with negative self-concept are more susceptible to anxiety, low motivation, and maladaptive learning behaviours. Within Nigerian and broader African educational contexts, self-concept is a key determinant of students’ academic experiences. Akinyemi and Adejumo (2020) reported that Nigerian undergraduates with positive academic self-perceptions were more actively engaged in learning activities and better equipped to manage academic demands. Similarly, Salami and Alawode (2021) found that self-concept significantly influenced study habits, classroom participation, and commitment to learning.

Contemporary theoretical perspectives conceptualise self-concept as an effect of prior experiences and a predictor of future behaviour. Students who identify themselves as competent and responsible are probable to behave in ways consistent with this self-image, including avoiding academic misconduct (Schunk & DiBenedetto, 2020). Despite extensive research linking self-concept to academic achievement and psychosocial adjustment, its role in ethical academic behaviour remains underexplored in Nigeria, highlighting an important research gap.

Academic Integrity

This concept discusses adherence to moral values and ethical principles in academic activities, including respect, responsibility, trust, honesty, and fairness. Academic integrity is the commitment to producing original work, properly acknowledging sources, and avoiding practices such as cheating, plagiarism, fabrication, and collusion (The International Center for Academic Integrity, 2021). Recent scholarship emphasises that academic integrity extends beyond compliance with institutional regulations, reflecting internalised ethical values that guide academic behaviour. Bretag (2020) conceptualised academic integrity as a developmental construct shaped by individual characteristics, institutional culture, and societal norms. Increasing academic pressure, technological advancement, and competitive educational environments have intensified concerns regarding academic dishonesty, particularly among undergraduates (McCabe et al., 2020).

In Nigeria, academic dishonesty remains a persistent concern. Olatunji and Olasehinde-Williams (2019) documented widespread examination malpractice and plagiarism in Nigerian universities. Ajayi and Omotayo (2022) further identified both institutional deficiencies and personal factors—such as attitudes, self-beliefs, and moral orientation—as contributors to unethical academic behaviour. Thomas and de Bruin (2021) emphasised that students’ self-perceptions and identity play a central role in ethical decision-making, reinforcing the relevance of self-concept in understanding academic integrity.

Empirical Studies on Self-Concept and Academic Integrity

Empirical studies directly examining the connection between academic integrity and self-concept remain limited, particularly within Nigeria. Internationally, Rinn et al. (2019) discovered that students with low academic self-concept were probable to engage in academic dishonesty as a coping strategy for perceived inadequacy. Murdoch and Anderman (2020) similarly reported that students with strong academic self-beliefs demonstrated greater commitment to academic honesty and were less susceptible to peer influence.

Yang et al. (2022) established that academic self-concept significantly predicted moral reasoning and integrity-related behaviours among university students. In Nigeria, Salami (2020) noted a significant association between positive self-concept and responsible behaviour, while Adeyemi and Adeleke (2021) noted that undergraduates with higher self-esteem are not likely to participate in malpractice during examination. In Kwara State, Akingbulu (2025) reported a high level of self-concept among undergraduates (71%), whereas Abdulraheem and Yusuf (2022) identified self-perception and academic confidence as significant predictors of attitudes toward examination misconduct. Collectively, these findings reinforce the relevance of self-concept in shaping ethical academic behaviour.

Methodology

The research design adopted for this study is a correlational research design. The population comprised all undergraduates enrolled in tertiary institutions in Kwara State, Nigeria. A sample of 414 undergraduates was selected using a multi-stage sampling technique that integrated purposive, proportional, and simple random sampling to ensure adequate representativeness across the three selected universities.

Data were collected using adapted versions of the Tennessee Self-Concept Scale (TSCS) and the Academic Integrity Scale (AIS). The TSCS, originally developed by Fitts (1965) and revised by Fitts and Warren (1996), is a widely used measure of self-concept across physical, moral, personal, family, social, and academic domains. For the purposes of this study, items were selected and contextually adapted to reflect the academic self-concept of Nigerian undergraduate students. Specifically, item language was reviewed to ensure cultural and contextual appropriateness for the Nigerian university setting, including the substitution of culturally distant expressions with locally familiar equivalents. Similarly, the AIS was adapted from established scales in the academic integrity literature to capture students’ attitudes and self-reported behaviours with respect to honesty, originality, and avoidance of academic misconduct. The adaptation process involved a review by three experts in Educational Psychology and Measurement to assess content validity, following which necessary modifications were made. Face validity was further confirmed through a pilot study with 20 undergraduates not included in the main sample.

The study acknowledged the potential for response bias, particularly socially desirable responding, given that participants were reporting on their own academic behaviours and self-perceptions. Several procedural safeguards were employed to mitigate this threat. First, participants were assured of the anonymity and confidentiality of their responses, and no personally identifiable information was recorded on the questionnaires. Second, the voluntary nature of participation was emphasised, and students were informed that their responses would not affect their academic standing. Third, the questionnaires were administered in the absence of lecturers or academic supervisors to reduce evaluative apprehension. Notwithstanding these measures, the possibility of social desirability bias cannot be entirely eliminated, and this is acknowledged as a limitation of the self-report methodology employed. Future studies may consider incorporating observational or peer-report measures to triangulate findings.

Instrument reliability was ascertained using the test–retest method, yielding reliability indices of 0.89 for the self-concept scale and 0.88 for the academic integrity scale. Data were analysed using descriptive statistics, specifically percentages, to determine levels of self-concept and academic integrity, while Pearson’s product-moment correlation was employed to test the study hypothesis at 0.05 significance level.

RESULTS

Research Question 1: What is the level of self-concept among undergraduates in Kwara State? Table 1: Showing the percentage of the level of self-concept among undergraduates

S/N	In my own opinion, I:	Agreed	(%)	Disagreed	(%)
		N	%	n	%
1	Feel confident about my abilities as a student	282	68.12	132	31.88
2	Believe I am capable of succeeding academically without help	323	78.02	91	21.98
3	Have a positive attitude towards myself as a learner	317	76.57	97	23.43
4	Feel proud of my academic achievements	339	81.88	75	18.12
5	See myself as a hardworking and responsible student	382	92.27	32	7.73
6	Am confident in handling academic challenges	193	46.62	221	53.38
7	Often believe I can perform better than others in academics	121	29.23	293	70.77
8	Feel motivated to work hard to achieve academic success	215	51.93	199	48.07
9	Have a strong belief in my ability to complete my education successfully	199	48.07	215	51.93
10	See myself as an intelligent individual	189	45.65	225	54.35
	Grand Percentage	256	61.8	158	38.2

Table 1 illustrates the distribution of respondents’ self-concept levels among undergraduates in Kwara State. A majority of participants (61.8%) indicated agreement with the items measuring self-concept, whereas 38.2% expressed disagreement.

Table 2: Percentage distribution of respondents’ level of self-concept

Level	Frequency	Percentage
Low	158	38.2
High	256	61.8
Total	414	100.0

Table 2 presents the distribution of respondents’ self-concept levels. Results reveal that 158 participants (38.2%) demonstrated a low level of self-concept, whereas 256 participants (61.8%) exhibited a high level of self-concept. Therefore, the findings indicate that a majority (61.8%) of respondents possess a high level of self-concept.

Research Question 2: What is the level of academic integrity of undergraduates in Kwara State?

Table 3: Showing the percentage of the level of academic integrity of undergraduates

S/N	As far as I am concerned, I:	Agreed	(%)	Disagreed	(%)
		N	%	n	%
1	Always submit original work for my assignments	382	92.27	32	7.73
2	Do not engage in cheating during exams	380	91.79	34	8.21
3	Resist the pressure to cheat, even when others around me are doing so	388	93.72	26	6.28
4	Avoid copying or plagiarising other people’s work	391	94.44	23	5.56
5	Do not allow anyone to copy from me during exams	375	90.58	39	9.42
6	Believe cheating undermines my academic growth	376	90.82	38	9.18
7	Feel guilty if I am involved in academic dishonesty	390	94.20	24	5.80
8	Understand the consequences of cheating	394	95.17	20	4.83
9	Have never plagiarised parts of an assignment	394	95.17	20	4.83
10	Believe that working hard is the only way to achieve academic success	371	89.61	43	10.39
	Grand Percentage	384	92.8	30	7.2

Table 3 shows the distribution of respondents’ perceptions of academic integrity. The findings indicate that a substantial majority (92.8%) agreed that the listed items accurately reflected their experiences, whereas 7.2% of participants did not concur.

Table 4: Percentage Distribution of Respondents’ Level of academic integrity

Level	Frequency	Percentage
Low	30	7.2
High	384	92.8
Total	414	100.0

Table 4 presents the distribution of self-concept levels among undergraduates in Kwara State, Nigeria. The findings show that only 30 students (7.2%) demonstrated a low level of academic integrity, whereas a substantial majority, 384 students (92.8%), exhibited a high level of academic integrity. These results indicate that most participants (92.8%) possess a high degree of academic integrity.

Hypothesis Testing

Hypothesis One: There is no significant relationship between self-concept and academic integrity of undergraduates in Kwara State

Table 5: Pearson ‘r’ showing relationship between respondents’ self-concept and academic integrity of undergraduates in Kwara State

Variable	N	Mean	SD	r-value	p-value
Self-Concept	414	27.7633	3.17329	.268*	.000
Academic Integrity	414	27.2826	3.29867

Significant, p<0.05

Table 5 shows a correlation coefficient (r) of 0.268 and a corresponding p-value of 0.000 that is less than 0.05 threshold for statistical significance. That is p-value is less than 0.05, the hypothesis was rejected. This result demonstrates a statistically significant positive connection between self-concept and academic integrity among undergraduates in Kwara State (r = 0.268, p < 0.05).

Discussion

The results indicate that a considerable proportion of undergraduates in Kwara State possess a high level of self-concept. As presented in Table 2, 256 respondents, representing 61.8% of the sample, reported high self-concept, whereas 158 respondents (38.2%) indicated lower levels. This pattern suggests that most participants maintain positive self-perceptions as learners, particularly with respect to academic competence, responsibility, and self-confidence. Further evidence from Table 1 supports this conclusion, as a majority of respondents expressed pride in their academic achievements (81.88%), perceived themselves as diligent and responsible students (92.27%), and reported confidence in their ability to succeed academically without reliance on external assistance (78.02%). Collectively, these indicators reflect a generally strong academic self-image among undergraduates in Kwara State, which is essential for effective learning and personal development.

Notwithstanding this overall positive trend, certain dimensions of self-concept emerged as relatively less robust. A notable proportion of respondents expressed limited confidence in their capacity to handle academic challenges (53.38%), outperform peers academically (70.77%), or regard themselves as highly intelligent individuals (54.35%). This suggests that while undergraduates will hold favourable general self-evaluations, comparative confidence and intellectual self-appraisal remain areas of vulnerability. These findings align with the multidimensional conceptualisation of self-concept advanced by Marsh and Martin (2021), which posits that individuals may exhibit strength in some domains while experiencing constraints in others. Consistent with this, Akinyemi and Adejumo (2020) observed that Nigerian undergraduates typically demonstrate moderate to high levels of academic self-concept, while Salami and Alawode (2021) reported that positive self-concept is prevalent among university students and is associated with adaptive academic behaviours. The relatively high self-concept observed in this study may be attributed to increased access to academic support services, exposure to structured university learning environments, and students’ progressive adjustment to academic demands within Kwara State.

The results further revealed a high level of academic integrity among students in Kwara State. As shown in Table 4, 384 respondents (92.8%) demonstrated high academic integrity, whereas only 30 respondents (7.2%) reported lower levels. This indicates that the majority of students adhere to ethical academic practices. Supporting data from Table 4a showed that most respondents consistently submitted original work (92.27%), refrained from examination malpractice (91.79%), avoided plagiarism (94.44%), and were aware of the consequences of academic dishonesty (95.17%). In addition, a substantial proportion reported experiencing guilt following dishonest academic behaviour (94.20%), reflecting strong internalised moral regulation. These findings corroborate Ajayi and Omotayo (2022), who noted that Nigerian undergraduates generally demonstrate adequate awareness of academic misconduct and its consequences, despite systemic challenges. Bretag (2020) similarly emphasised that undergraduates who internalise academic integrity values are more likely to act ethically, even in the absence of external enforcement.

The test of Hypothesis One established a statistically significant positive relationship amid academic integrity and self-concept among undergraduates in Kwara State. The Pearson correlation analysis reported in Table 5 yielded an r-value of 0.268 with a p-value of 0.000, which is significant at the 0.05 level, leading to the rejection of the null hypothesis. This positive association suggests that students with stronger self-concept are more inclined to uphold principles of academic integrity. Although the relationship is moderate in strength, it remains meaningful and underscores the influence of self-perception on ethical academic behaviour. This finding is consistent with Salami (2020), who reported that positive self-concept is associated with responsible and morally appropriate conduct among undergraduates. Abdulraheem and Yusuf (2022) similarly found that self-perception-related psychological variables significantly predicted attitudes toward examination misconduct in Kwara State. The moderate magnitude of the relationship further suggests that academic integrity is shaped by multiple factors, including institutional policies, peer influence, moral socialisation, and academic pressure, supporting the multidimensional perspective proposed by McCabe, Butterfield, and Treviño (2020).

Conclusion

The study concludes that undergraduates in Kwara State generally demonstrate high levels of self-concept and academic integrity. A majority of the respondents (61.8%) reported high self-concept, indicating that most students perceive themselves as confident, responsible, and capable learners. Similarly, an overwhelming proportion of respondents (92.8%) exhibited high academic integrity, reflecting strong commitment to ethical academic practices such as honesty, avoidance of cheating, and compliance with institutional regulations.

Furthermore, the study established a statistically significant positive relationship between self-concept and academic integrity (r = 0.268, p < 0.05). This finding suggests that undergraduates with self-concept that is high are more prone to participate in ethical academic behaviour, whereas those with lower self-concept may be more vulnerable to academic misconduct. Although the relationship is moderate, it highlights self-concept as a salient psychological factor associated with academic integrity.

Implications for Counselling

The significant association between academic integrity and self-concept underscores the pivotal role of counselling services in promoting positive self-perception and ethical academic behaviour among undergraduates in Kwara State. Counsellors can design targeted interventions aimed at strengthening students’ self-concept, given that individuals with positive self-evaluations are more likely to demonstrate academic honesty. Such interventions may include self-concept enhancement workshops, individual counselling sessions, and structured group programmes focused on helping students identify personal strengths, build confidence, and develop adaptive coping strategies. These initiatives can contribute to cultivating a campus culture that prioritises integrity and responsible academic conduct.

Recommendations

Based on the findings of this study, the following recommendations were made:

Undergraduates need to be encouraged to maintain positive self-concept, as this supports academic competence, resilience, and effective coping with academic challenges.
Continuous sensitisation programmes should be implemented to reinforce the importance of academic integrity, emphasising honesty in examinations and coursework as essential to academic success and personal development.
Educational institutions should implement policies and programmes aimed at strengthening students’ self-concept, as positive self-perception fosters moral development, responsibility, and sustained adherence to principles of academic integrity.

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