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1.
Arden Miller Carol Shoptaugh Jessica Wooldridge 《Journal of Experimental Education》2013,81(2):169-184
The authors investigated the relations among reasons students gave for why they would not cheat in response to a cheating vignette, self-reported cheating, and the extent to which students take responsibility for promoting academic integrity. The authors surveyed 1,086 graduate and undergraduate students. Students who said they would not cheat because of punitive consequences were more likely to report that they cheated in classes and took less responsibility for promoting academic integrity. Students whose reasons related to the value of learning, personal character, and/or it being simply not right reported less cheating and took more responsibility for academic integrity. Academic-integrity responsibility correlated with less cheating. Results are discussed in terms of the effectiveness of punishment and the significance of internalizing integrity standards. 相似文献
2.
Tracey Bretag Rowena Harper Kiata Rundle Philip M. Newton Cath Ellis Sonia 《Assessment & Evaluation in Higher Education》2020,45(1):125-139
AbstractThis article reports on one aspect of a nationally funded research project on contract cheating in Australian higher education. The project explored students' and educators’ experiences of contract cheating, and the contextual factors that may influence it. This article reports the key findings from non-university higher education providers (NUHEPs). It compares survey responses from 961 students and 91 educators at four NUHEPs with previously reported findings from eight universities (14,086 students and 1,147 staff). NUHEP and university students report engaging in contract cheating in similar ways. However, while NUHEP educators spend more time teaching academic literacies and discussing contract cheating, NUHEP students are 12 times more likely than university students to report use of a professional academic writing service. Both NUHEP and university educators require systematic professional development regarding the relationship between the teaching and learning environment and students’ contract cheating behaviour. NUHEPs need to be cognisant of students’ vulnerability to commercial contract cheating services, and ensure they have access to timely academic and social support. 相似文献
3.
Academic misconduct among teacher education students: A descriptive-correlational study 总被引：1，自引：0，他引：1
Dr. Larry G. Daniel Kevin D. Blount Charlotte M. Ferrell 《Research in higher education》1991,32(6):703-724
Results of a study to determine the extent to which teacher education students perceive their student peers to engage in various forms of academic misconduct are reported. A thirty-seven-item instrument was used to collect data from ninety-seven teacher education students at a southern comprehensive university. Items addressed the frequency of various cheating behaviors, the perceived maturity level of the persons most likely to cheat, and the degree to which respondents felt cheaters “neutralized” their cheating behaviors. Although cheating was not perceived as a major problem among teacher education students, a definite relationship between perceived neutralization and academic misconduct was noted. 相似文献
4.
《Contemporary educational psychology》2002,27(2):209-228
Academic cheating has become a widespread problem among high school and college students. In this study, 490 students (ages 14 to 23) evaluated the acceptability of an act of academic dishonesty under 19 different circumstances where a person's motive for transgressing differed. Students' evaluations were related to self-reports of cheating behavior, sex, school grade, and psychological variables. Results indicated that high school and college students took motives into account when evaluating the acceptability of academic cheating. Cheating behavior was more common among those who evaluated cheating leniently, among male students, and among high schoolers. Also, acceptance of cheating and cheating behavior were negatively related to self-restraint, but positively related to tolerance of deviance. The results are discussed with reference to biological, cultural, and developmental factors. 相似文献
5.
The authors conducted a correlational study to investigate the relations among seventh-grade Turkish students’ cheating behavior, academic self-efficacy beliefs, usage of self-handicapping strategies, personal goal orientations, and classroom goal structures specific to the science domain. The Patterns of Adaptive Learning Scales was administered to 1,950 seventh-grade students enrolled in 12 public schools. The authors conducted hierarchical linear modeling analyses to measure to what extent personal and contextual factors can be used to predict students’ cheating behavior. Analyses revealed that although students’ cheating behavior was positively predicted by performance-approach goals, it was negatively predicted by mastery goals. Students who used more self-handicapping strategies and who were less self-efficacious were also more likely to demonstrate cheating behavior. The authors found that the mastery goal–structured science-learning environment, in which understanding the material and self-improvement was emphasized, discouraged cheating. 相似文献
6.
Extensive research on college impact has identified a range of practices that enhance students’ academic outcomes. One practice—clear and organized instruction—has received increasing attention in recent research. While a number of studies have shown that clear and organized instruction is related to a range of postsecondary outcomes, researchers have not considered the mechanisms that link this educational practice to student outcomes. In this study, we draw on the constructivist theory of learning to identify potential mechanisms that may explain the relationship between clear and organized instruction and academic performance. Results from the Wabash National Study of Liberal Arts Education, including an analytical sample of 7116 students attending 38 four-year institutions in the USA, indicate that three mechanisms examined—faculty interest in teaching and student development, academic motivation, and academic engagement—explain almost two-thirds of the relationship between clear and organized instruction and first-year GPA. When students experience greater exposure to clear and organized instruction, they perceive their faculty as being more invested in their learning and development, and they report being more academically motivated and engaged in their studies. Moreover, students who enter college less academically prepared benefit more from exposure to clear and organized instruction. 相似文献
7.
A thorough understanding of academic dishonesty and the students who engage in it is necessary to develop appropriate policies and educational interventions to discourage such actions. The present study examines the frequency of academic dishonesty and the characteristics (i.e. gender, course enrollment, and grades) of students who engage in distinct forms of the behavior by surveying undergraduates at a large public university in the USA. Of 292 students, 57.19% reported some form of academic dishonesty in the previous six months, with cheating on a test being the most frequent form (51.71%). Men and students in a study strategies course had a significantly higher report rate for both plagiarism and making false excuses in comparison to women and students in a science course, respectively. Low grades corresponded with high rates of academic dishonesty, specifically in terms of having provided false excuses. Implications for college teaching settings are discussed. 相似文献
8.
This study examines the growth and professional development of graduate students and compares these outcomes for students who have held assistantships and those who have not. In general, students perceive the assistantship to be a positive experience, but teaching assistants report less of a contribution to their professional development than do research assistants. Students with the without assistantship experience report the same growth in human relation and reflective thinking skills, but teaching assistants report the least growth in research skills, less even than students not having assistantships. Students with assistantships, both teaching and research, are more likely to be active within the external academic community by participating in professional societies and higher levels of scholarly productivity.This paper was prepared for presentation at the annual meeting of the Association for the Study of Higher Education, Boston, November 1991. 相似文献
9.
This study is aimed to deduce which ethical norms and considerations are implicitly present in the students’ answers when they are asked to define to what degree the presented actions in a questionnaire are acts of cheating. Data are analysed by factor analysis as well as qualitative analysis. The questions asked are: What characterises the items regarded as cheating? What characterises the items not regarded as cheating? The implicit logic in the students’ attitudes is: The lower the degree of effort and work, the lower degree of learning can be expected; the lower is the degree of learning, the higher will be the degree of academic dishonesty. If the academic dishonesty does promote learning, it can be morally justified by mixed arguments from three ethical theories, consequentialist, deontology and virtue ethics. 相似文献
10.
Chun-Li Tsai 《Asia Pacific Education Review》2012,13(1):147-155
Although academic cheating has been found to be a common phenomenon in high schools, few studies investigate how peers influence
individual cheating behavior among high school students. In this paper, we estimate the cross-gender and intra-gender interaction
effects on academic cheating among high school students in Taiwan. We detect the evidence of male–male and female–female peer
interactions on academic cheating. The female–female interaction effect is stronger than the male–male interaction effect.
These results imply girls are more influenced by female peers on academic cheating. The cross-gender interactions (male to
female, female to male interactions) are not significant. Whereas, we find that all of the social interaction coefficients
become insignificant when this model allows for school-specific fixed effects. 相似文献
11.
Tracey Bretag Rowena Harper Michael Burton Cath Ellis Philip Newton Karen van Haeringen 《Assessment & Evaluation in Higher Education》2019,44(5):676-691
This paper reports on findings from a large Australian research project that explored the relationship between contract cheating and assessment design. Using survey responses from 14,086 students and 1147 educators at eight universities, a multivariate analysis examined the influence of a range of factors on the likelihood that different assessment types would prompt considerations of contract cheating in students. Perceptions of likelihood were highest among students who speak a language other than English at home. Perceptions of likelihood were also higher among students who reported there to be lots of opportunities to cheat, and amongst students who were dissatisfied with the teaching and learning environment. Perceptions of likelihood for certain assessment types were also higher in commerce and engineering than in any other discipline. Overall, four assessment types were perceived by students to be the least likely to be outsourced, however these are also the least likely to be set by educators. The analysis indicates that educators are more likely to use these assessment tasks when they report positively on organisational support for teaching and learning. 相似文献
12.
Matthias Donat Claudia Dalbert Shanmukh Vasant Kamble 《European Journal of Psychology of Education - EJPE》2014,29(4):635-651
The more people believe in a just world (BJW) in which they get what they deserve, the more they are motivated to preserve a just world by ones’ just behavior. Consequently, we expected school students with a strong BJW to show less deviant behavior as cheating or delinquency. The mediating role of teacher justice was also examined. Questionnaire data were obtained from a total of N?=?382 German and Indian high school students. Regression analyses revealed that the stronger students’ BJW was, the less cheating and delinquent behavior they reported. Moreover, the more the students believed in a just world, the more they evaluated their teachers’ behavior toward them personally to be just, and the experience of teacher justice fully mediated the relation between BJW and cheating and delinquency, respectively. This pattern of results was in line with our hypotheses and consistent across different cultural contexts. It persisted when neuroticism and sex were controlled. The adaptive functions of BJW and implications for future school research are discussed. 相似文献
13.
The theory of planned behaviour was used to examine academic dishonesty among secondary school students in Hong Kong. Participants were 386 students in Forms 1–3 (Grades 7–9). Attitudes toward cheating, perceived behavioural control, and moral obligation were positively related to the intention to cheat, but only the subjective norm against cheating was significantly related to self-reported cheating behaviour. The subjective norm was both a predictor of self-reported cheating and a moderator of the relationship between the intention to cheat and self-reported cheating: the intention predicted the behaviour only when the subjective norm against cheating was perceived to be weak. 相似文献
14.
大学生考试作弊问题日益凸显。运用质性研究方法探析个案大学本科生考试作弊根源,发现教师监考不严,考试内容偏重记忆性知识,学生学习投入不足是大学生考试作弊的直接原因。而学生的学业准备度低,自我管理能力不足,无法适应大学的学习要求是诱发大学生考试作弊的深刻原因。由此,该个案大学应通过加强教师应对学术诚信问题的培训,改革考试方式,为学生提供学业帮助和支持,完善学术诚信政策等一系列相应举措来消除学生考试作弊的根源,从根本上促进大学生的学习和发展。 相似文献
15.
严格本科生课程论文写作训练的实践与建议 总被引：2，自引：0，他引：2
余一娇 《教学研究(河北)》2010,33(2):47-50
首先指出本科生课程论文中存在较多抄袭、剽窃行为,多数学生缺乏必要的学术训练,课程论文选题、写作能力较低。为了提高论文质量,实现研究型教学,教师应点评课程论文选题、引导学生使用数字图书馆,从而提高学生阅读学术文献、撰写课程论文的能力。针对课程论文中抄袭剽窃行为比较常见的现状,文中还介绍了利用互联网,快速鉴别课程论丈是否存在学术舞弊行为的方法。 相似文献
16.
Tina L. Freiburger Danielle M. Romain Blake M. Randol Catherine D. Marcum 《Journal of Criminal Justice Education》2017,28(2):222-247
Using a factorial survey administered to college students at two Universities, this study examines students’ tendencies to engage in academic misconduct. The relation of strain, self-control, and deterrence theories to likelihood of cheating are further explored. The results suggest that increasing the severity of the punishment for cheating does not deter academic misconduct; however, several variables indicating an increased certainty of being caught did decrease the likelihood of cheating behaviors. Only the strain variables that indicated a student had an ill family member or that the student found the course difficult significantly increased academic misconduct. Although self-control did not have a direct effect on cheating it indirectly affected cheating behaviors through students’ perceptions of getting caught and their perception of wrongfulness of the cheating behavior. Policy and future research implications of the findings are further discussed. 相似文献
17.
Academic dishonesty has been an important issue. However, only few researches had been done in Asian countries, especially
a nationwide study. A sample of 2,068 college students throughout Taiwan was selected and surveyed on four domains of academic
dishonesty, including: cheating on test, cheating on assignment, plagiarism, and falsifying documents. The major findings
of this study were: (1) the prevalence rate for all types of dishonesty behaviors among college students in Taiwan was 61.72%;
(2) the top five most practiced academic dishonesty behaviors in Taiwan are provided paper or assignment for another student,
gave prohibited help to others on their assignment, copied others’ assignments, passed answers to other students, and copied
from other students; (3) students’ attitudes correlated with behaviors in all four domains of academic dishonesty; (4) females
reported less acceptable to and behaved less academic dishonesty behaviors than males; and (5) freshmen had more dishonest
practices than other class ranks. 相似文献
18.
Charles B. Shrader Sue Pickard Ravenscroft Jeffrey B. Kaufmann Kyle Hansen 《Decision Sciences Journal of Innovative Education》2021,19(1):40-62
Although classroom cheating violates academic standards of behavior, it occurs frequently. Although the research on cheating is extensive, few researchers have interviewed students directly involved in cheating behaviors. We explore interview responses gathered from a cohort of graduate accounting students, some of whom colluded on an assignment, whereas others did not. We use Latent Dirichlet Allocation (LDA), a powerful text mining algorithm, as our primary tool to explore the underlying topical structure of the interviews and to demarcate subtle differences among students’ reactions to and explanations of their experience. Because LDA does not impose or require a priori theories, we use it to provide ideas for future research rather than to test extant theories about classroom collusion. We identify five primary topics that emerged from the accounting students’ reflections: (1) general course context (including honor code), (2) the rigor of the assignment, (3) student teams as support mechanisms, (4) the perceived repercussions of cheating (colluding), and (5) personality differences between the tax and audit track students. We find subtle language differences between colluders and noncolluders. Colluders considered the nature of the assignment and the difference between tax and audit majors more significant than noncolluders did. Additionally, the role of teams and the general institutional context were somewhat less relevant for colluders than for noncolluders. We conclude by exploring ethical and pedagogical implications of structuring courses as heavily team based for teaching and future research purposes. 相似文献
19.
Investigation of academic dishonesty has increased markedly in the past two decades; however, the body of research offers inconclusive evidence for many variables. This study examines faculty and student perceptions of in‐class and out‐of‐class cheating behaviours and provides contextual evidence for the prevalence of assessment practices used. Faculty and students differed only slightly in their attitudes toward collegiate cheating and their views on possible reasons for it. We found that the prevalence of teaching and assessment types used in student grading is significantly correlated with perceptions of out‐of‐class cheating, but not with out‐of‐class cheating behaviours. Students with less experience in out‐of‐class assessment display a less ethical attitude toward out‐of‐class cheating. 相似文献
20.
We report on a mixed-method study that compared students’ perceptions of summative assessment across two distinct disciplines – education and mathematics, at two research-intensive institutions in the UK. The disciplines chosen represent opposing positions in Biglan’s classification of academic disciplines, as well as having very different assessment practices. Results suggest that these education students prefer to be assessed by methods they perceive to discriminate on the basis of academic abilities. Moreover, they perceive the traditional closed-book examination as inadequate to assess the capabilities which are key to being successful in their subject, which fits some but not all of the general findings in the literature. However, comparing these results with those of an identical study with mathematics students, we find that the perceptions of summative assessment are very different. We account for that difference by suggesting that students’ epistemic beliefs play a role in shaping these perceptions and conclude that, in designing summative assessment in higher education, generalised and centralised forces for change need to be tempered by contextual and disciplinary factors. 相似文献