{"id":7659,"date":"2026-05-14T06:45:52","date_gmt":"2026-05-14T11:45:52","guid":{"rendered":"https:\/\/everypiecematters.com\/jget\/?p=7659"},"modified":"2026-05-14T07:14:16","modified_gmt":"2026-05-14T12:14:16","slug":"self-concept-as-a-correlate-of-academic-integrity-among-undergraduates-in-kwara-state-nigeria%ef%bf%bc","status":"publish","type":"post","link":"https:\/\/everypiecematters.com\/jget\/volume05-issue01\/self-concept-as-a-correlate-of-academic-integrity-among-undergraduates-in-kwara-state-nigeria%ef%bf%bc.html","title":{"rendered":"Self-Concept as a Correlate of Academic Integrity among Undergraduates in Kwara State Nigeria\ufffc"},"content":{"rendered":"

Dr. <\/b><\/strong>Samson<\/b><\/strong>\u00a0<\/b><\/strong>Pariola<\/b><\/strong>\u00a0<\/b><\/strong>AKINGBULU<\/b><\/strong><\/p>\n

Professor<\/b><\/strong>\u00a0<\/b><\/strong>Ireti<\/b><\/strong>\u00a0<\/b><\/strong>Folasade<\/b><\/strong>\u00a0<\/b><\/strong>ALAO<\/b><\/strong><\/p>\n

Department<\/b><\/strong>\u00a0<\/b><\/strong>of<\/b><\/strong>\u00a0<\/b><\/strong>Educational<\/b><\/strong>\u00a0<\/b><\/strong>Psychology<\/b><\/strong>\u00a0<\/b><\/strong>and<\/b><\/strong>\u00a0<\/b><\/strong>Counselling,<\/b><\/strong>\u00a0<\/b><\/strong>Adeyemi<\/b><\/strong>\u00a0<\/b><\/strong>Federal<\/b><\/strong>\u00a0<\/b><\/strong>University<\/b><\/strong>\u00a0<\/b><\/strong>of Education, Ondo, Ondo State.<\/b><\/strong><\/p>\n

Abstract<\/strong><\/h2>\n

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. <\/span>Data analysis involved descriptive statistics, specifically percentages and frequency counts, the hypothesis was tested using Pearson\u2019s 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\u2019 self-concept. Strengthening this psychological attribute is expected to promote ethical conduct and reinforce sustained compliance with academic integrity standards among undergraduate students.<\/span><\/p>\n

Keywords: Self-concept, academic integrity, undergraduates, Kwara State, Nigeria<\/em><\/p>\n

Introduction<\/b><\/h2>\n

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\u2014values 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\u2019 academic choices and ethical judgement.<\/p>\n

Among these internal attributes, self-concept occupies a particularly pivotal position. Self-concept refers to individuals\u2019 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\u2019 commitment to academic norms and ethical standards (Adekunle & Alade, 2023).<\/p>\n

Nigerian\u00a0undergraduates\u00a0operate\u00a0within\u00a0an\u00a0academic\u00a0environment\u00a0characterised\u00a0by\u00a0intense competition, elevated performance expectations, and considerable socio-economic pressures. These conditions, combined with a strong desire for academic success, often increase students\u2019 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\u00a0and\u00a0engage in\u00a0honest academic\u00a0practices,\u00a0whereas\u00a0those\u00a0with\u00a0low\u00a0self-esteem\u00a0or\u00a0negative 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.<\/p>\n

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\u2019 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.<\/p>\n

Olatunji\u00a0(2023)\u00a0also\u00a0demonstrated\u00a0that\u00a0students\u00a0with\u00a0a\u00a0positive\u00a0self-concept\u00a0exhibit\u00a0greater resistance to peer pressure and external influences that encourage academic misconduct. This resistance is\u00a0grounded in\u00a0strong\u00a0self-efficacy\u00a0and moral\u00a0conviction, which\u00a0guide\u00a0ethical\u00a0decision-making in challenging circumstances. Likewise, Mbah (2023) identified a positive connection between\u00a0self-concept and ethical\u00a0decision-making, suggesting that a healthy\u00a0self-image enhances students\u2019 capacity to navigate moral dilemmas effectively. Collectively, the result highlight the significance of adopting positive self-concept as a preventive strategy against academic dishonesty.<\/p>\n

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\u2019s 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\u2019 self-efficacy. Michael (2024) observed that limited emphasis on creativity and critical thinking in Nigerian universities may weaken students\u2019 sense of self-worth, thereby increasing their susceptibility to unethical academic practices.<\/p>\n

Addressing these challenges necessitates both systemic and psychological interventions. Olatunji (2023) emphasised that mentoring, counselling, and positive reinforcement programmes can enhance students\u2019 self-concept and substantially reduce academic misconduct. Similarly, Mbah (2023) advocated for educational reforms that prioritise holistic student development and integrate\u00a0self-concept enhancement into\u00a0curricular frameworks. Against this backdrop,\u00a0this study examines the relationship between\u00a0self-concept and academic integrity\u00a0among undergraduates in Kwara State.<\/p>\n\n\n

Statement<\/strong> <\/strong>of<\/strong> <\/strong>the<\/strong> <\/strong>Problem<\/strong><\/strong><\/h2>\n\n\n\n

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\u2019 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.<\/p>\n\n\n\n

<\/a>Research<\/strong> <\/strong>Questions<\/strong><\/strong><\/h2>\n\n\n\n
  1. What is the level of self-concept among undergraduates in Kwara State?<\/li><\/ol>\n\n\n\n