Although academic dishonesty is seen as an immoral behavior by students, it is an ongoing action. In this context, it is essential to reveal the situation that causes this behavior, although students see academic dishonesty as an immoral behavior. At this point, we encounter with the concept of moral dilemma. Since students actually accept that academic dishonesty is wrong, however they tend to show academic dishonest behavior when they are in a moral dilemma about whether to do this behavior. The aim of this study is to determine the level of regression of ethical leadership points that reveal the types of ethics used by individuals in the ethical dilemma to the academic dishonesty scores of of university students. The study was designed in relational design and 519 students were selected by using random sampling method. Academic Dishonesty Tendency Scale which includes 22 items and four factors as (i) tendency towards cheating, (ii) dishonesty tendency at studies as homework, project, etc.–common, (iii) dishonesty tendency at research and process of write up, and (iv) dishonesty tendency towards reference was developed by Eminoğlu and Nartgün (2009) to measure the level of academic dishonesty of students and Ethical Leadership Scale which includes 23 items and three factors as (i) ethic of care, (ii) ethic of critique, and (iii) ethic of justice developed by Langlois, Lapointe, Valois and de Leeuw (2014) was used to measure the decision-making styles that students use when they are in a moral dilemma. According to the findings, there is a significant relationships between the styles used by the students who are in moral dilemma and academic dishonesty and it is found that ethical leadership is a significant predictor of academic dishonesty tendency.
Ethical Leadership, Academic Dishonesty, Morality, Moral Dilemma, University Student