College student cheating: The role of motivation, perceived norms, attitudes, and knowledge of institutional policy
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Ethics and Behavior 11 (3):233 – 247 (2001)
Cheaters and noncheaters were assessed on 2 types of motivation (mastery and extrinsic), on perceived social norms regarding cheating, on attitudes about cheating, and on knowledge of institutional policy regarding cheating behavior. All 5 factors were significant predictors of cheating rates. In addition, cheaters were found lower in mastery motivation and higher in extrinsic motivation in courses in which they cheated than in courses in which they did not cheat. Cheaters, in courses in which they cheated, were also lower in mastery motivation and higher in extrinsic motivation than were noncheaters. Finally, cheaters differed from noncheaters on perceived social norms regarding cheating, on their knowledge of institutional policy regarding cheating, and on their attitudes toward cheating. Implications of these findings for institutional interventions are discussed.
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Alireza Ahmadi (2012). Cheating on Exams in the Iranian EFL Context. Journal of Academic Ethics 10 (2):151-170.
Michael J. O'Fallon & Kenneth D. Butterfield (2012). The Influence of Unethical Peer Behavior on Observers' Unethical Behavior: A Social Cognitive Perspective. [REVIEW] Journal of Business Ethics 109 (2):117-131.
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Shu Ching Yang (2012). Ethical Academic Judgments and Behaviors: Applying a Multidimensional Ethics Scale to Measure the Ethical Academic Behavior of Graduate Students. Ethics and Behavior 22 (4):281 - 296.
Shu Ching Yang (2012). Attitudes and Behaviors Related to Academic Dishonesty: A Survey of Taiwanese Graduate Students. Ethics and Behavior 22 (3):218 - 237.
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