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Abstract
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Results: Based on the results, the variables of home-university dissonance (0.39), academic pressure (0.14), and selfpresentation of low achievement (0.33) had a significant correlation coefficient with academic cheating behavior (P < 0.01).
Examining the gender difference in academic cheating behavior showed that male students engage in cheating behavior
significantly more than female students ) t = 3.71, P < 0.001(. Regression results showed that self-presentation of low
achievement and home-university dissonance are meaningful predictors of academic cheating behavior; the predictor variables
were able to explain 17% of the variance of academic cheating at the level of 0.001 (F = 27.01, P < 0.001).
Conclusions: This study has implications that are not only theoretical but also practical. To effectively reduce medical
students’ academic cheating, we must address their academic performance, their motivational factors, and the disharmony
between their living and educational environments. This understanding can guide the development of interventions to curb
academic cheating
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