David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Ethics and Behavior 17 (3):323 – 336 (2007)
This study explored the relationship of current incidences of academic dishonesty with future norm/rule-violating behavior. Data were collected from 154 college students enrolled in introductory and upper-level psychology students at a large Midwest public university who received credit for participating. The sample included students from many different majors and all years of study. Participants completed a self-report survey that included a measure of Academic Dishonesty (including three subscales: Self-Dishonest, Social Falsifying, and Plagiarism) and an Imagined Futures Scale (five subscales that included Norm/Rule Violating, Physically Threatening, Culturally Diverse, Emotionally Distressing, and Agentic Futures). Correlation analyses indicated a significant positive relationship between all three Academic Dishonesty subscales and an imagined norm/rule-violating future. Further, regression analyses revealed social falsifying as being significantly predictive of a norm/ rule-violating future. Suggestions are made alerting educators to the importance of monitoring and discouraging academic dishonesty as it may lead to rule-violating behavior in the future.
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Katarina Katja Mihelič & Barbara Culiberg (forthcoming). Turning a Blind Eye: A Study of Peer Reporting in a Business School Setting. Ethics and Behavior:131029075659008.
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Robert Liebler (2012). Student Perceptions of Faculty Use of Cheating Deterrents. Journal of Academic Ethics 10 (4):327-333.
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