Gender, field of study, and interpersonal deviance behaviour among South African University students: The Moderating role of study year

Leaders of universities worldwide are concerned about the high prevalence of interpersonal deviant behaviour among students. This research examined how gender and field of study relate to such behaviour, and whether these relationships are moderated by the level of study among students at a South African university. A quantitative approach was employed, utilising a multi-staged sampling procedure that incorporated both purposive and random sampling techniques. A structured questionnaire was used to collect data from a sample of 213 university students. Structural Equation Modelling through Smart PLS 4.0 assessed both direct and moderation effects. Results show that gender had no significant association with interpersonal deviant behaviour, while the field of study exhibited a significant negative relationship with it. The level of study moderated the relationship between field of study and interpersonal deviant behaviour, with junior students demonstrating a stronger reduction in deviant behaviour compared to their senior counterparts. By highlighting the limited contextual applicability of some classical theories, this study contributes to the literature on student deviant behaviour, particularly within institutions of higher learning. The study recommends policy reforms focused on ethics education for all students, regardless of gender, as well as targeted personal development initiatives for students rather than generic approaches.