Neutralization techniques and academic dishonesty among Italian university students

Academic dishonesty is a widespread form of student misconduct in higher education, driven by cognitive rationalizations that enable unethical behaviors while preserving a sense of moral reasoning. This study examines the relationship between academic dishonesty and neutralization techniques, in an Italian university sample. We focus on how students justify cheating through rationalization processes. Utilizing a cross-sectional survey, 205 Italian university students recruited through Prolific completed the Neutralization Techniques Scale and the Academic Dishonesty Scale. Demographic data were also collected, and analyses were conducted using SAS. Results demonstrated a positive correlation between neutralization techniques and academic dishonesty ( r = 0.63; p < 0.001). Among neutralization strategies, denial of responsibility exhibited the strongest correlation with dishonest behavior ( r = 0.57; p < 0.001), followed by condemnation of the condemners ( r = 0.56; p < 0.0001), appeal to higher loyalties ( r = 0.45; p < 0.0001), and denial of injury ( r = 0.37; p < 0.0001). These findings underscore the role neutralization techniques play in enabling academic dishonesty by allowing students to justify unethical actions and mitigating feelings of guilt or internal conflict. Replicating this pattern in an Italian sample highlights the importance of addressing these cognitive justifications through targeted interventions such as training programs that challenge common rationalizations and clarify norms around academic integrity and AI use. While the cross-sectional design, reliance on self-report measures, and use of an online convenience sample limit causal inference and generalizability, but nonetheless provide a robust basis for advancing theory-driven interventions targeting academic dishonesty.