The DOI matches its Crossref record; 20 of the 20 references it cites were found in a registry or an index; 1 of the 44 sources its claims cite were checked for support.
The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support
Open accessAbstract
Academic stress, which tends to increase among college students, is believed to affect academic integrity; however, the role of social support as a moderator in this relationship still requires empirical evidence. This study aims to analyze the relationship between academic stress and academic integrity moderated by social support among students at a single Islamic higher education institution. The study employed a quantitative approach with a correlational design involving 127 active students from the Faculty of Tarbiyah at Ibrahimy Islamic University in Banyuwangi, recruited through convenience (incidental) sampling from a population of 150 students who met the inclusion criteria described in the Method section. Data were collected using the researcher-developed Academic Integrity Scale (18 items; α = .983), the Indonesian-adapted Educational Stress Scale for Adolescents (ESSA; 9 items; α = .925), and the Indonesian-adapted Multidimensional Scale of Perceived Social Support (MSPSS; 12 items; α = .954). Data were analyzed using Moderated Regression Analysis (MRA) in Jamovi. Academic stress showed no significant direct relationship with academic integrity (β = 0.032, SE = 0.038, 95% CI [-0.044, 0.107], Z = 0.825, p = .410). Social support showed a positive and highly significant relationship with academic integrity (β = 0.934, SE = 0.039, 95% CI [0.858, 1.010], Z = 24.193, p < .001). Social support also significantly moderated the relationship between academic stress and academic integrity (β = 0.019, SE = 0.004, 95% CI [0.011, 0.028], Z = 4.435, p < .001), a pattern consistent with pure moderation: at higher levels of social support, the association between academic stress and academic integrity shifted from negative to non-negative. Because the design was cross-sectional and the sample was drawn from a single institution, these results describe a statistical association rather than a causal effect and should be generalized with caution beyond this institutional context. Within that scope, strengthening social support appears to be a promising strategy for supporting students' academic integrity.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
In a cross-sectional sample of 127 students at one Indonesian Islamic university faculty, academic stress had no significant direct association with academic integrity, while perceived social support was positively associated with academic integrity and significantly moderated the stress–integrity relationship. The authors interpret the pattern as pure moderation, with social support buffering the association between academic stress and academic integrity.
Key findings
- Academic stress was not significantly directly related to academic integrity: β = 0.0316, SE = 0.0383, 95% CI [-0.044, 0.107], Z = 0.825, p = .410; H1 was not supported.
- Social support had a positive, highly significant association with academic integrity: β = 0.9342, SE = 0.0386, 95% CI [0.858, 1.010], Z = 24.193, p < .001; H2 was supported.
- The academic stress × social support interaction was significant: β = 0.0192, SE = 0.0043, 95% CI [0.011, 0.028], Z = 4.435, p < .001; H3 was supported and classified as pure moderation.
- Simple-slope results indicated that at low social support (−1 SD), higher academic stress tended to accompany lower academic integrity; at average support the association was very weak; at high support (+1 SD), higher stress was no longer followed by lower integrity and tended to accompany an increase.
Methods
- Quantitative correlational design at the Faculty of Tarbiyah, Ibrahimy Islamic University, Banyuwangi, Indonesia; population of 150 active students, with 127 complete responses obtained through non-probabilistic convenience/incidental sampling from semesters 2, 4, 6, and 8.
- Measures: researcher-developed Academic Integrity Scale (18 items; α = .983), Indonesian-adapted Educational Stress Scale for Adolescents (ESSA; 9 items; α = .925), and Indonesian-adapted Multidimensional Scale of Perceived Social Support (MSPSS; 12 items; α = .954).
- Analysis: classical assumption tests followed by Moderated Regression Analysis in Jamovi, estimating direct effects of academic stress and social support plus their mean-centered interaction on academic integrity, with simple slopes at −1 SD, mean, and +1 SD of social support.
Limitations
- The paper states that the cross-sectional design cannot establish causal direction; the single-faculty, single-institution, non-probability sample limits generalizability; only semester of enrollment was recorded, so gender, age, and other background characteristics are unavailable; all variables were self-report and may be subject to social-desirability bias; and social support was measured as a single overall perception without separating family, peer, or faculty sources.
- The paper also notes that the results should be generalized with caution beyond this institutional context and that recommendations are tentative hypotheses for future longitudinal and multi-institutional research.
- Evident from the text: the Results section does not report the overall model R², the ΔR² for the interaction step, or the exact simple-slope coefficients, standard errors, Z statistics, and p values; Table 4’s note states these should be inserted from the original Jamovi output before submission.
Model-written summary. Check it against the paper before relying on it.
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Claims the paper makes
17 Own method · 16 Not checked yet · 16 Own result · 14 Own interpretation · 13 Sources not found · 8 No full text of the sources · 3 No basis given · 1 Couldn’t confirm · accuracy not yet measured
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Social support also significantly moderated the relationship between academic stress and academic integrity (β = 0.019, SE = 0.004, 95% CI [0.011, 0.028], Z = 4.435, p < .001)”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Abstract
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Social support showed a positive and highly significant relationship with academic integrity (β = 0.934, SE = 0.039, 95% CI [0.858, 1.010], Z = 24.193,p < .001).”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Abstract
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A preliminary survey conducted by the researcher among 31 students in the Tarbiyah Faculty at Ibrahimy Islamic University in Banyuwangi likewise identified a small proportion of respondents in the low academic-integrity category”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Academic stress showed no significant direct relationship with academic integrity (β = 0.032, SE = 0.038, 95% CI [-0.044, 0.107], Z = 0.825, p = .410).”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“with 30 respondents (23.62%) in the low category, 51 respondents (40.16%) in the moderate category, and 46 respondents (36.22%) in the high category”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > RESULTS
plainn = 127- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“At an average level of social support (mean), the association between academic stress and academic integrity becomes very weak.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > RESULTS
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The self-report instruments used validly and reliably measure academic stress, social support, and academic integrity.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In a low social support environment (-1 SD), an increase in academic stress tends to be accompanied by a decline in academic integrity.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > RESULTS
hedgedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The self-report instruments used validly and reliably measure academic stress, social support, and academic integrity.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the academic integrity variable had a mean of 74.65 (SD = 9.428; range 57-90)”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > RESULTS
plainn = 127- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Academic stress, which arises from heavy course loads, competition, and time constraints, is suspected to be one of the predictors of academic integrity because it can weaken students' self-control and ability to make moral decisions (Bretag et al., 2019).”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
What the sources say
- Not checked — no full text of the sourcecites Bretag et al., 2019 source
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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In the paper
“social support functions as a psychological resource that helps individuals manage stress more adaptively, thereby enabling them to maintain behavior consistent with academic values and norms (Cohen & Wills, 1985).”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
What the sources say
- Not checked — no full text of the sourcecites Cohen & Wills, 1985 source
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- It may state two separate claims as one. 39
- Probably not a substantial claim. 36
- The quote only partly states this claim. 1
The cited sources that could be checked couldn’t confirm or dispute this claim.
In the paper
“The Indonesian version showed a person-item reliability of .85; in the original scale, the family-, friend-, and significant-other-support subscales had shown alpha coefficients of .91,.89,and .91,respectively.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Social Support (MSPSS).
What the sources say
- Could not verifycites Zimet et al. (1988) sourceExperimental — accuracy not yet measured
The indexed copy’s §3.2 (page unavailable) reports family and peer support alphas of .82 and .87 in a different study, not the claimed coefficients for the original MSPSS. Searches for the .91/.89/.91 coefficients and Indonesian person-item reliability of .85 found no relevant passage. The available copy therefore cannot verify the claim. (LLM, conf=0.76)
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Could not verify
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the academic stress variable had a mean of 29.05 (SD = 9.188; range 15-45)”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > RESULTS
plainn = 127- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the social support variable had a mean of 43.32 (SD = 8.983; range 30-60)”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > RESULTS
plainn = 127- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“At a high level of social support (+1 SD), an increase in academic stress is no longer followed by a decline in academic integrity; rather, it tends to be accompanied by an increase in academic integrity”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > RESULTS
hedgedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The self-report instruments used validly and reliably measure academic stress, social support, and academic integrity.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Regarding social support, there were no respondents in the low category; 71 respondents (55.91%) were in the moderate category and 56 respondents (44.09%) were in the high category.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > RESULTS
plainn = 127- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the interaction between academic stress and social support had a significant association with academic integrity (β = 0.0192, SE = 0.0043, 95% CI [0.011, 0.028], Z = 4.435, p < .001),so H3 is supported.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > RESULTS
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The self-report instruments used validly and reliably measure academic stress, social support, and academic integrity.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“social support has a positive and highly significant association with academic integrity (β = 0.9342, SE = 0.0386, 95% CI [0.858, 1.010], Z = 24.193,p < .001),so H2 is supported”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > RESULTS
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The self-report instruments used validly and reliably measure academic stress, social support, and academic integrity.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“there were no respondents with low academic integrity; 33 respondents (25.98%) fell into the moderate category, and 94 respondents (74.02%) fell into the high category.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > RESULTS
plainn = 127- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the direct association between academic stress and academic integrity is not significant (β = 0.0316, SE = 0.0383, 95% CI [-0.044, 0.107], Z = 0.825, p = .410;p > .05),so H1 is not supported.”
- Also stated in: § CONCLUSION · plain
“Within the single-institution, cross-sectional sample examined in this study, academic stress showed no significant direct association with students' academic integrity”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > RESULTS
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The self-report instruments used validly and reliably measure academic stress, social support, and academic integrity.
- Also stated in: § CONCLUSION · plain
In the paper
“Academic stress is explained through Lazarus and Folkman's (1984) Stress and Coping Theory, which views stress as the outcome of an individual's cognitive appraisal of academic demands relative to their perceived coping resources”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
What the sources say
- Not matchedcites Lazarus and Folkman's (1984)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Because the design was cross-sectional and the sample was drawn from a single institution, these results describe a statistical association rather than a causal effect and should be generalized with caution beyond this institutional context.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Abstract
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“only students who agreed to participate proceeded to complete the three Likert-scale instruments independently, without researcher assistance, in order to reduce the risk of socially desirable responding.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Procedure
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“research that specifically integrates the relationship between academic stress and academic integrity with social support as a moderating variable within a single model remains very limited, and is virtually absent within the context of Islamic higher education institutions.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
In the paper
“The confirmatory factor analysis supported the scale's five-dimension structure (pressure from study, workload, worry about grades, self-expectation, and despondency), and the adapted version showed excellent internal consistency (α = .925).”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Academic Stress (ESSA).
What the sources say
- Not matchedcites Dewi et al. (2025)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“The Indonesian adaptation followed a four-stage process -forward translation, back-translation, scale modification, and construct-validity testing via confirmatory factor analysis -and was validated on a sample of 1,280 third-semester university students at a public university in Surabaya using purposive sampling.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Academic Stress (ESSA).
What the sources say
- Not matchedcites Dewi et al. (2025)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“An initial pool of 36 items was drafted to represent these six dimensions and was first evaluated for content validity through expert judgment and field testing.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Academic Integrity Scale.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The novelty of this study lies in the integration of three variables -academic stress, academic integrity, and social support -into a single moderation regression model, which, to the best of the researcher's knowledge, has not been extensively studied together within the specific context of students at an Islamic higher education institution”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
hedgedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“Galugu et al. (2025) indicated that social support moderates the negative impact of academic stress on student engagement through a significant interaction effect (p < .05)”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
What the sources say
- Not checked yetcites Galugu et al. (2025) source
Checked before — its earlier verdict is held back until a new check runs.
hedgedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not checked yet
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“After six rounds, 18 items were retained, with corrected item-total correlations ranging from 0.753 to 0.954, indicating that each retained item discriminated well between students with higher and lower levels of academic integrity.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Academic Integrity Scale.
hedgedstates an associationn = 65- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“A literature review by Pascoe et al. (2020) further indicates that high academic stress is correlated with declines in mental health, academic performance, and the emergence of maladaptive behaviors among students.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
What the sources say
- Not checked yetcites Pascoe et al. (2020) source
hedgedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Item discrimination was then evaluated using the Corrected Item-Total Correlation (CITC) technique in a try-out involving 65 respondents, applying a minimum criterion of CITC ≥ 0.30.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Academic Integrity Scale.
plainn = 65- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“a report by the International Center for Academic Integrity notes that more than 60% of students in the United States and Canada have committed academic misconduct (ICAI, 2021)”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
What the sources say
- Not matchedcites ICAI, 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the conclusions drawn below are limited to this institutional context rather than generalized to university students at large.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“a pattern consistent with pure moderation: at higher levels of social support, the association between academic stress and academic integrity shifted from negative to non-negative.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Abstract
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“The sample size was determined based on the table developed by Krejcie and Morgan (1970) with a 5% margin of error, which requires a minimum of 108 respondents for a population of 150.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Participants
What the sources say
- Not checked — no full text of the sourcecites Krejcie and Morgan (1970) source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“the Education Integrity Assessment Survey recorded a decline in the Education Integrity Index from 73.70 in 2023 to 69.50 in 2024 (Corruption Eradication Commission, 2025).”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
What the sources say
- Not matchedcites Corruption Eradication Commission, 2025
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“In the pilot try-out with 65 respondents, all nine items exceeded the 0.30 CITC criterion (range 0.611-0.836),so no items were removed, and the scale again showed high internal consistency (α = .925).”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Academic Stress (ESSA).
plainn = 65- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“The buffering hypothesis proposes that social support functions specifically as a resource that offsets the depletion described by Stress and Coping Theory -that is, that support substitutes for, or supplements, an individual's own coping capacity precisely when academic demands are high”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
What the sources say
- Not checked — no full text of the sourcecites Cohen & Wills, 1985 source
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Semester of enrollment was the only demographic characteristic recorded for respondents; gender, age, and prior academic performance were not collected, so a more detailed demographic profile of the sample cannot be reported.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Participants
plainn = 127- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“academic stress is consistently associated with a decline in positive academic behavior, whereas social support -whether from supervisors, peers, or the broader social environment -has been shown to act as a moderating factor that mitigates these negative effects.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
boostedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The adaptation process involved obtaining permission from the original scale developers, forward-and back-translation, cultural adaptation, and psychometric testing among 495 Indonesian maritime cadets.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Social Support (MSPSS).
What the sources say
- Not checked yetcites Sulistiani et al. (2022) source
Checked before — its earlier verdict is held back until a new check runs.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not checked yet
None of the sources cited for this claim have been checked yet.
In the paper
“Novaliany and Alfian (2023) found that social support significantly moderates the relationship between selfefficacy and academic stress among students who are currently working on their theses (p < .05).”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
What the sources say
- Not checked yetcites Novaliany and Alfian (2023) source
Checked before — its earlier verdict is held back until a new check runs.
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not checked yet
None of the sources cited for this claim have been checked yet.
In the paper
“Huki et al. (2026), who found that academic stress has a significant negative effect on students' adherence to ethics (p < .05).”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
What the sources say
- Not checked yetcites Huki et al. (2026) source
Checked before — its earlier verdict is held back until a new check runs.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not checked yet
In the paper
“a study by Ampuni et al. (2020) indicates that approximately 98% of Indonesian students have committed at least one form of academic misconduct.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
What the sources say
- Not matchedcites Ampuni et al. (2020)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“Using this procedure, the researcher obtained complete responses from 127 students, exceeding the minimum sample size recommended by Krejcie and Morgan (1970).”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Participants
What the sources say
- Not checked — no full text of the sourcecites Krejcie and Morgan (1970) source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“when demands are appraised as exceeding available resources, self-regulatory capacity is expected to decline, which in Kohlberg's framework may translate into weaker moral reasoning in academic decisions.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
In the paper
“Murdina (2021) found that academic pressure significantly influences academic dishonesty (p < .05;contribution ±32%)”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
What the sources say
- Not matchedcites Murdina (2021)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
In the paper
“academic integrity in this study is explained through Kohlberg's theory of moral development, which states that an individual's ethical behavior is influenced by the level of their moral reasoning (Kohlberg, in Ibda, 2023)”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
What the sources say
- Not matchedcites Kohlberg, in Ibda, 2023
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Academic integrity is influenced by internal factors, such as morality, self-control, and stress related to academic pressure, as well as external factors, such as campus culture and the social environment provided by family, friends, and faculty (Bretag et al., 2019;Cohen & Wills, 1985).”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
What the sources say
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Social support is explained through the buffering hypothesis (Cohen & Wills, 1985) and Social Cognitive Theory (Bandura, 1986).”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
What the sources say
- Not checked — no full text of the sourcecites Cohen & Wills, 1985 source
- Not matchedcites Bandura, 1986
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Academic integrity was measured using a scale developed by the researcher based on the Fundamental Values of Academic Integrity framework (ICAI, 2021), which encompasses six dimensions: honesty, trust, fairness, respect, responsibility, and courage.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Academic Integrity Scale.
What the sources say
- Not matchedcites ICAI, 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainn = 65- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“The Rasch analysis supported the scale's unidimensionality: all items showed mean-square fit statistics within the acceptable range (0.50-1.50), and differential item functioning (DIF) analysis found no evidence of item bias by gender (p = .0949-.9687).”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Social Support (MSPSS).
What the sources say
- Not checked yetcites Sulistiani et al. (2022) source
Checked before — its earlier verdict is held back until a new check runs.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not checked yet
None of the sources cited for this claim have been checked yet.
In the paper
“Natanael et al. (2024) found that a supportive supervisor environment has a positive influence on the academic integrity of senior students.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > INTRODUCTION
What the sources say
- Not checked yetcites Natanael et al. (2024) source
Checked before — its earlier verdict is held back until a new check runs.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not checked yet
None of the sources cited for this claim have been checked yet.
In the paper
“These results differ from those of Murdina (2021), Huki et al. (2026), and Pascoe et al. (2020), who found that academic pressure was associated with unethical academic behavior”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
What the sources say
plainstates an association- Asserted: fails — The authors may not put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The authors may not put it forward as true. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“Social support has also been associated with reduced burnout risk and improved psychological wellbeing among students (Paradasa, 2024).”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
What the sources say
- Not checked yetcites Paradasa, 2024 source
Checked before — its earlier verdict is held back until a new check runs.
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not checked yet
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“the cross-sectional design cannot establish the direction or causal nature of the relationships among the study variables; the associations reported here should be read descriptively rather than causally”
- Also stated in: § CONCLUSION · plain
“the findings describe statistical associations rather than causal effects, and should not be interpreted as demonstrating that social support causes higher academic integrity or that academic stress causes lower academic integrity”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
- Also stated in: § CONCLUSION · plain
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“In the pilot try-out with 65 respondents, all 12 items exceeded the 0.30 CITC criterion (range 0.644-0.895),so no items were removed, and the scale showed excellent internal consistency (α = .954).”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Social Support (MSPSS).
plainn = 65- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The multicollinearity test showed a tolerance value of 0.977 (> 0.10) and a VIF of 1.024 (< 10) for both predictor variables, indicating that multicollinearity was not present.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Analysis Techniques
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“the study measured social support as a single overall perception without distinguishing the separate contributions of specific sources of support, such as family, peers, or faculty”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The heteroscedasticity test yielded a p-value of 0.932 for academic stress and 0.262 for social support (p > .05),indicating that there was no heteroscedasticity.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Analysis Techniques
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“the buffering hypothesis proposed by Cohen and Wills (1985), which explains social support as a resource that offsets the negative effects of stress”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
What the sources say
- Not checked — no full text of the sourcecites Cohen and Wills (1985) source
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Academic integrity itself is a multidimensional construct that encompasses honesty, trust, fairness, respect, responsibility, and moral courage (ICAI, 2021)”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
What the sources say
- Not matchedcites ICAI, 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“This finding is consistent with Eshet et al. (2024), who found that test anxiety does not have a direct effect on academic dishonesty”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
What the sources say
- Not checked yetcites Eshet et al. (2024) source
Checked before — its earlier verdict is held back until a new check runs.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not checked yet
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Treating social support as a pure moderator indicates that, in this sample, social support was associated not only directly with academic integrity, but also with the direction and strength of the association between academic stress and academic integrity.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
hedgedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“academic integrity is not determined by psychological strain alone, but is more closely tied to other factors, including the social resources available to students”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > CONCLUSION
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Galugu et al. (2025) regarding the role of social support in enhancing academic engagement”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
What the sources say
- Not checked yetcites Galugu et al. (2025) source
Checked before — its earlier verdict is held back until a new check runs.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not checked yet
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“only semester of enrollment was recorded as a demographic characteristic of respondents; the absence of data on gender, age, and other background characteristics limits the extent to which the sample's representativeness, or potential subgroup differences, can be assessed”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Based on the classification by Baron and Kenny (1986), this pattern is classified as a pure moderation effect, because the direct effect of academic stress on academic integrity is not significant, whereas the interaction effect is significant.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > RESULTS
What the sources say
- Not checked — no full text of the sourcecites Baron and Kenny (1986) source
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These findings indicate that, within this sample, academic stress is not a standalone correlate of academic integrity; rather, its statistical association depends on the level of social support students report.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
hedgedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“This pattern is consistent with the coping mechanisms described in the buffering hypothesis (Cohen & Wills, 1985) and Stress and Coping Theory (Lazarus & Folkman, 1984), and is precisely the pattern these two frameworks, read together, would predict”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
What the sources say
- Not checked — no full text of the sourcecites Cohen & Wills, 1985 source
- Not matchedcites Lazarus & Folkman, 1984
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boostedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“the sample was drawn from a single faculty at a single Islamic higher education institution using non-probability (convenience) sampling, so the findings characterize this institutional context and cannot be assumed to generalize to university students in general”
- Also stated in: § CONCLUSION · plain
“the findings should be understood as characteristic of this specific institutional and cultural context and should not be generalized to university students in general without further research in other institutional settings”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Also stated in: § CONCLUSION · plain
None of the sources cited for this claim have been checked yet.
In the paper
“Natanael et al. (2024) regarding the positive association between a supportive supervisor environment and the academic integrity of senior students”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
What the sources say
- Not checked yetcites Natanael et al. (2024) source
Checked before — its earlier verdict is held back until a new check runs.
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not checked yet
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The autocorrelation test yielded a Durbin-Watson value of 1.985, close to the reference value of 2, indicating no autocorrelation.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Analysis Techniques
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“a plausible explanation, consistent with the moderation model tested here, is that social support functioned as a resource that offset the erosive effect of stress in the present sample, so that the association between stress and integrity did not emerge except at low levels of support”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Bandura's (1986) Social Cognitive Theory, under which a supportive social environment fosters positive beliefs and behavior through observation and social learning (Nabavi & Bijandi, 2011)”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
What the sources say
- Not matchedcites Bandura's (1986)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Nabavi & Bijandi, 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Students who reported higher social support tended to also report higher academic integrity even when their reported academic stress was high, whereas students reporting lower social support more often reported lower academic integrity alongside higher stress.”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > CONCLUSION
hedgedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Novaliany and Alfian (2023) regarding the capacity of socially supported students to cope with academic demands”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
What the sources say
- Not checked yetcites Novaliany and Alfian (2023) source
Checked before — its earlier verdict is held back until a new check runs.
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not checked yet
None of the sources cited for this claim have been checked yet.
In the paper
“an individual's moral reasoning is a stronger correlate of academic behavior than psychological strain alone (Ibda, 2023)”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
What the sources say
- Not checked yetcites Ibda, 2023 source
Checked before — its earlier verdict is held back until a new check runs.
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not checked yet
In the paper
“an individual's response to a stressor depends heavily on their coping resources, emotional regulation, and appraisal of the situation (Lazarus & Folkman, 1984)”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > DISCUSSION
What the sources say
- Not matchedcites Lazarus & Folkman, 1984
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boostedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
The paper relies on this without support.
Participants' self-reported responses accurately reflect their actual levels of academic integrity, academic stress, and social support.
“only students who agreed to participate proceeded to complete the three Likert-scale instruments independently, without researcher assistance, in order to reduce the risk of socially desirable responding.”
The paper relies on this without support.
The sample size of 127 provides sufficient statistical power to detect the moderation effect.
“The sample size was determined based on the table developed by Krejcie and Morgan (1970) with a 5% margin of error, which requires a minimum of 108 respondents for a population of 150.”
The paper relies on this without support.
The 18 retained items of the Academic Integrity Scale adequately cover the six dimensions of academic integrity.
“After six rounds, 18 items were retained, with corrected item-total correlations ranging from 0.753 to 0.954”
The paper relies on this without support.
The Indonesian ESSA and MSPSS adaptations are valid for measuring academic stress and social support in this specific sample of Tarbiyah students.
“Because the ESSA and MSPSS are adaptations of previously validated instruments, their validity evidence for the Indonesian, university-student context rests primarily on the construct-validity testing (confirmatory factor analysis and Rasch analysis, respectively) conducted in their respective adaptation studies”
The paper relies on this without support.
The convenience sample of 127 students is representative of the population of 150 Tarbiyah students for the purpose of the correlational and moderation analyses.
“Sampling was non-probabilistic and used a convenience (incidental) sampling technique, in which questionnaires were distributed directly to active students who were present on campus and met the inclusion criteria during the data-collection period.”
The paper relies on this without support.
The self-report measures are free from common method variance that could inflate the relationships among academic stress, social support, and academic integrity.
“Data were collected using three Likert-scale instruments”
The paper relies on this without support.
The self-report instruments used validly and reliably measure academic stress, social support, and academic integrity.
“all variables were measured using self-report instruments, which have the potential to introduce socialdesirability bias into respondents' answers (Brunnemann et al., 2020)”
Statistics recomputed
Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.
- Consistentz = 0.825reported p = .41 · recomputed p = .409
“Z = 0.825, p = .410”
- Consistentz = 24.193reported p < .001 · recomputed p < .001
“Z = 24.193,p < .001”
- Consistentz = 4.435reported p < .001 · recomputed p < .001
“Z = 4.435, p < .001”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
“4 51 41.16”
§ The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support > Participants
Reported 41.16 · recomputed 40.15748
Citations
Cites
Baron, R. M., & Kenny, D. A. (1986) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.51.6.1173 · Cited by 91,532
Determining sample size for research activities
Krejcie, R. V., & Morgan, D. W. (1970) · Educational and Psychological Measurement · doi:10.1177/001316447003000308 · Cited by 18,930
Stress, social support, and the buffering hypothesis
Cohen, S., & Wills, T. A. (1985) · Psychological Bulletin · doi:10.1037/0033-2909.98.2.310 · Cited by 18,093
The Multidimensional Scale of Perceived Social Support
Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988) · Journal of Personality Assessment · doi:10.1207/s15327752jpa5201_2 · Cited by 13,339
The impact of stress on students in secondary school and higher education
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020) · International Journal of Adolescence and Youth · doi:10.1080/02673843.2019.1596823 · Cited by 1,359
Sun, J., Dunne, M. P., Hou, X.-Y., & Xu, A.-Q. (2011) · Journal of Psychoeducational Assessment · doi:10.1177/0734282910394976 · Cited by 228
Contract cheating and assessment design: exploring the relationship
Bretag, T., Harper, R., Burton, M., Ellis, C., Newton, P., van Haeringen, K., Saddiqui, S., & Rozenberg, P. (2019) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1527892 · Cited by 201
Ampuni, S., Kautsari, N., Maharani, M., Kuswardani, S., & Buwono, S. B. S. (2019) · Journal of Academic Ethics · doi:10.1007/s10805-019-09352-2 · Cited by 113
Tests and academic cheating: do learning tasks influence cheating by way of negative evaluations?
Wenzel, K., & Reinhard, M. (2020) · Social Psychology of Education · doi:10.1007/s11218-020-09556-0 · Cited by 52
Academic Integrity Strategies: Student Insights
Campbell, C., & Waddington, L. (2024) · Journal of Academic Ethics · doi:10.1007/s10805-024-09510-1 · Cited by 28
Research works printed but not linked: 5
- Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.
- Dewi, D. K., Agindaris, A. L., Susanto, A. R. A., & Wardani, F. D. (2025). Confirmatory factor analysis of the Academic Stress Scale. Indonesian Journal of Sports and Health Psychology, 1(01), 26-37.
- International Center for Academic Integrity. (2021). The fundamental values of academic integrity (3rd ed.).
- Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company.
- Murdina, E. (2021). Pengaruh tekanan akademik, prokrastinasi akademik dan kemampuan dengan efikasi diri sebagai variabel moderasi terhadap perilaku kecurangan akademik mahasiswa. Jurnal Penelitian Pendidikan Islam, 1(54), 1-14.
Cited by
Still being checked.
Metadata
- Authors
- Sandi, F. F., Suroso, & Suhadianto
- Affiliations
- Universitas 17 Agustus 1945 Surabaya (ID)
- Venue
- International Journal of Research and Innovation in Social Science
- Publisher
- RSIS International
- Published
- 2026
- Volume
- 10
- Issue
- 8
- Pages
- 15561-15571
- ISSN
- 2454-6186 (ISSN-L)
- OpenAlex
- W7214230993
- Semantic Scholar
- 8966b6764849a605de1ea96c0fa20228aaea87ee
- Cited by
- 0
- References
- 20
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- International Journal of Research and Innovation in Social Science (publishedVersion)
- Topics
- Social Sciences › Education › Academic integrity and plagiarism
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Keywords
- academic stress, academic integrity, social support, moderation, university students, Islamic higher education, student well-being
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-11-11, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-11-11 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support. https://app.cochat.ai/papers/10.47772/ijriss.2026.100801067
- The paper
- Sandi, F. F., Suroso, & Suhadianto. (2026). The Relationship between Academic Stress and Academic Integrity among University Students Moderated by Social Support. International Journal of Research and Innovation in Social Science. https://doi.org/10.47772/ijriss.2026.100801067
