Investigating the relationship between intelligence believes and academic dishonesty: mediating role af academic challenge.

Introduction: Academic dishonesty has spread widely among students in different countries, which has led to adverse consequences in the field of education in different societies. ¬ Gray was an academic challenge. Methods: The research was correlational and path analysis. The statistical population of the study consisted of all students of Ahvaz University in the academic year of 1996-97, in which 327 undergraduate male and female students of this university were selected through multi-stage cluster sampling. Data were collected using the Duik Intelligence Impact Scale (2011), the Khamesan and Amiri Academic Dishonesty Scale (2011), and the Benishkak et al. (2005) Academic Challenge Scale. Pearson correlation and path analysis were used to analyze the data. Results: The results showed that the incremental belief dimension of intelligence was a significant predictor of academic dishonesty both directly (p = 05) and through challenge avoidance mediation (p = 02.). Intrinsic belief in intelligence was a significant predictor of academic dishonesty both directly (p = 05.) and mediated by the tendency to challenge (p = 02.2). Conclusion: In general, it can be concluded that academic challenge and intelligence beliefs are two of the main factors for investigating academic dishonesty.