A configurational exploration of how personality traits influence GAI academic misconduct behaviors using fuzzy-set qualitative comparative analysis

This study demonstrates that personality traits interact synergistically rather than independently to shape individuals' ethical or unethical engagement with AI technologies. Moral restraint is sustained by both the presence of virtues and the absence of exploitative tendencies. The findings support the idea that moral integrity and self-regulation constitute foundational safeguards against unethical use of technology. These findings align with self-regulatory theories of academic dishonesty, reinforcing that individuals high in honesty and conscientiousness are less likely to rationalize or justify academic misconduct even when new technological affordances make it easier. The study therefore advances theoretical understanding by integrating personality frameworks within a configurational paradigm and offers practical insights for developing personality-informed ethics education.