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  1. College Student Cheating: The Role of Motivation, Perceived Norms, Attitudes, and Knowledge of Institutional Policy.Augustus E. Jordan - 2001 - Ethics and Behavior 11 (3):233-247.
    Cheaters and noncheaters were assessed on 2 types of motivation, 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 (...)
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  • In the Moment: The Effect of Mindfulness on Ethical Decision Making. [REVIEW]Nicole E. Ruedy & Maurice E. Schweitzer - 2010 - Journal of Business Ethics 95 (1):73 - 87.
    Many unethical decisions stem from a lack of awareness. In this article, we consider how mindfulness, an individual's awareness of his or her present experience, impacts ethical decision making. In our first study, we demonstrate that compared to individuals low in mindfulness, individuals high in mindfulness report that they are more likely to act ethically, are more likely to value upholding ethical standards (self-importance of moral identity, SMI), and are more likely to use a principled approach to ethical decision making (...)
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  • Attitudes Toward, and Intentions to Report, Academic Cheating Among Students in Singapore.Sean K. B. See & Vivien K. G. Lim - 2001 - Ethics and Behavior 11 (3):261-274.
    In this study, we examined students' attitudes toward cheating and whether they would report instances of cheating they witnessed. Data were collected from three educational institutions in Singapore. A total of 518 students participated in the study. Findings suggest that students perceived cheating behaviors involving exam-related situations to be serious, whereas plagiarism was rated as less serious. Cheating in the form of not contributing one's fair share in a group project was also perceived as a serious form of academic misconduct, (...)
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  • The Effectiveness of Ethics Education: A Quasi-Experimental Field Study.Douglas R. May & Matthew T. Luth - 2013 - Science and Engineering Ethics 19 (2):545-568.
    Ethical conduct is the hallmark of excellence in engineering and scientific research, design, and practice. While undergraduate and graduate programs in these areas routinely emphasize ethical conduct, few receive formal ethics training as part of their curricula. The first purpose of this research study was to assess the relative effectiveness of ethics education in enhancing individuals’ general knowledge of the responsible conduct of research practices and their level of moral reasoning. Secondly, we examined the effects of ethics education on the (...)
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  • Ethical Outcomes and Business Ethics: Toward Improving Business Ethics Education.Larry A. Floyd, Feng Xu, Ryan Atkins & Cam Caldwell - 2013 - Journal of Business Ethics 117 (4):753-776.
    Unethical conduct has reached crisis proportions in business :A1–A10, 2011) and on today’s college campuses :58–65, 2007). Despite the evidence that suggests that more than half of business students admit to dishonest practices, only about 5 % of business school deans surveyed believe that dishonesty is a problem at their schools :299–308, 2010). In addition, the AACSB which establishes standards for accredited business schools has resisted the urging of deans and business experts to require business schools to teach an ethics (...)
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  • The Influence of Business Ethics Education on Moral Efficacy, Moral Meaningfulness, and Moral Courage: A Quasi-Experimental Study.Douglas R. May, Matthew T. Luth & Catherine E. Schwoerer - 2014 - Journal of Business Ethics 124 (1):1-14.
    The research described here contributes to the extant empirical research on business ethics education by examining outcomes drawn from the literature on positive organizational scholarship (POS). The general research question explored is whether a course on ethical decision-making in business could positively influence students’ confidence in their abilities to handle ethical problems at work (i.e., moral efficacy), boost the relative importance of ethics in their work lives (i.e., moral meaningfulness), and encourage them to be more courageous in raising ethical problems (...)
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  • Is Business Ethics Education Effective? An Analysis of Gender, Personal Ethical Perspectives, and Moral Judgment.Liz C. Wang & Lisa Calvano - 2015 - Journal of Business Ethics 126 (4):591-602.
    Although ethics instruction has become an accepted part of the business school curriculum at both the undergraduate and graduate levels, some scholars have questioned its effectiveness, and research results have been mixed. However, studies yield interesting results regarding certain factors that influence the ethicality of business students and may impact the effectiveness of business ethics instruction. One of these factors is gender. Using personal and business ethics scenarios, we examine the main and interactive effects of gender and business ethics education (...)
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  • Teaching Critical Thinking Skills: Ability, Motivation, Intervention, and the Pygmalion Effect.M. Jill Austin, Thomas Li-Ping Tang & Larry W. Howard - 2015 - Journal of Business Ethics 128 (1):133-147.
    Using a Solomon four-group design, we investigate the effect of a case-based critical thinking intervention on students’ critical thinking skills. We randomly assign 31 sessions of business classes to four groups and collect data from three sources: in-class performance, university records, and Internet surveys. Our 2 × 2 ANOVA results showed no significant between-subjects differences. Contrary to our expectations, students improve their critical thinking skills, with or without the intervention. Female and Caucasian students improve their critical thinking skills, but males (...)
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  • Research Note and Review of the Empirical Ethical Decision-Making Literature: Boundary Conditions and Extensions.Nitish Singh, Yung-Hwal Park & Kevin Lehnert - 2015 - Journal of Business Ethics 129 (1):195-219.
    In business ethics, there is a large body of literature focusing on the conditions, factors, and influences in the ethical decision-making processes. This work builds upon the past critical reviews by updating and extending the literature review found in Craft’s :221–259, 2013) study, extending her literature review to include a total of 141 articles. Since past reviews have focused on categorizing results based upon various independent variables, we instead synthesize and look at the trends of these based upon the four (...)
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  • Is Classroom Cheating Related to Business Students' Propensity to Cheat in the "Real World"?Raef A. Lawson - 2004 - Journal of Business Ethics 49 (2):189-199.
    Previous studies have reportedstudents' widely held belief that they are moreethical than businessmen. On the other hand,widespread cheating among college students hasbeen reported. This paper examines thisinconsistency between the beliefs of collegestudent regarding the need for ethical behaviorin a business setting and their actions in anacademic setting.The results of this study indicate that whilestudents are generally upset with cheating intheir class, a large proportion of themnonetheless engage in such behavior. It wasfurther found that students have a goodunderstanding of what constitutes (...)
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  • Defining a Moral Problem in Business Ethics.Donald Morris - 2004 - Journal of Business Ethics 49 (4):347-357.
    Managing expectations in a business ethicscourse is important and a key place to begin iswith a definition of a moral problem. Untilrecently I would explain, using moral terms,good and bad, right and wrong, duty or obligation or theircognates, what a moral problem is generally andthen what it may be in business. However Ifound that using familiar terms with vague orambiguous meanings to define the subject matterof the course counterproductive. What Irequired is a means of explaining to thebeginning student what a (...)
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  • Ethical Antecedents of Cheating Intentions: Evidence of Mediation. [REVIEW]Jeremy J. Sierra & Michael R. Hyman - 2008 - Journal of Academic Ethics 6 (1):51--66.
    Although the pedagogy literature indicates significant relationships between cheating intentions and both personal and situational factors, no published research has examined the joint effect of personal moral philosophy and perceived moral intensity components on students’ cheating intentions. Hence, a structural equation model that relates magnitude of consequences, relativism, and idealism to willingness to cheat, is developed and tested. Using data from undergraduate business students, the empirical results provide insight into these relationships and evidence of mediation for magnitude of consequences on (...)
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  • Determinants of Perceptions of Cheating: Ethical Orientation, Personality and Demographics. [REVIEW]Dean E. Allmon, Diana Page & Ralph Rpberts - 2000 - Journal of Business Ethics 23 (4):411 - 422.
    A sample of 227 business students from the United States and Australia was used to evaluate factors that impact business students' ethical orientation and factors that impact students' perceptions of ethical classroom behaviors. Perceptions of classroom behaviors was considered a surrogate for future perceptions of business behaviors. Independent factors included age, gender, religious orientation, country of origin, personality, and ethical orientation. A number of factors were related to ethical orientation, but only age and religious orientation exhibited much impact upon perceptions (...)
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  • Positive Group Context, Work Attitudes, and Organizational Misbehavior: The Case of Withholding Job Effort.Roland E. Kidwell & Sean R. Valentine - 2009 - Journal of Business Ethics 86 (1):15-28.
    Considering the organization’s ethical context as a framework to investigate workplace phenomena, this field study of military reserve personnel examines the relationships among perceptions of psychosocial group variables, such as cohesiveness, helping behavior and peer leadership, employee job attitudes, and the likelihood of individuals’ withholding on-the-job effort, a form of organizational misbehavior. Hypotheses were tested with a sample of 290 individuals using structural equation modeling, and support for negative relationships between perceptions of positive group context and withholding effort by individual (...)
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  • Role Conflict, Mindfulness, and Organizational Ethics in an Education-Based Healthcare Institution.Sean Valentine, Lynn Godkin & Philip E. Varca - 2010 - Journal of Business Ethics 94 (3):455 - 469.
    Role conflict occurs when a job possesses inconsistent expectations incongruent with individual beliefs, a situation that precipitates considerable frustration and other negative work outcomes. Increasing interest in processes that reduce role conflict is, therefore, witnessed. With the help of information collected from a large sample of individuals employed at an education-based healthcare institution, this study identified several factors that might decrease role conflict, namely mindfulness and organizational ethics. In particular, the results indicated that mindfulness was associated with decreased role conflict, (...)
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  • A Step Forward: Ethics Education Matters!Cubie L. L. Lau - 2010 - Journal of Business Ethics 92 (4):565-584.
    Ethics education matters! Contrary to some common beliefs that ethical behavior is inborn, this study suggests that education does matter. This paper examines ethics education and its relationship with students’ ethical awareness and moral reasoning. Attitudes Towards Business Ethics Questionnaire and 10 vignettes were deployed as the major measurement instruments. It is hypothesized that students with ethics education will have both a greater ethical awareness and ability to make more ethical decisions. Hypotheses were tested in two undergraduate business courses at (...)
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  • How Can Mindfulness Enhance Moral Reasoning? An Examination Using Business School Students.Ashish Pandey, Rajesh Chandwani & Ajinkya Navare - 2018 - Business Ethics: A European Review 27 (1):56-71.
    Given the comprehensive influence of mindfulness on human thought and behavior, and the importance of moral reasoning in business decisions, we examine the role of mindfulness as an antecedent to moral reasoning through two studies. In Study 1, we propose and test a theoretically derived model that links mindfulness and moral reasoning, mediated by compassion and egocentric bias using a survey design. In Study 2, we examine whether mindfulness training enhances moral reasoning using an experimental design with graduate students of (...)
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  • Understanding the Interplay Among Regulatory Self-Efficacy, Moral Disengagement, and Academic Cheating Behaviour During Vocational Education: A Three-Wave Study.Roberta Fida, Carlo Tramontano, Marinella Paciello, Valerio Ghezzi & Claudio Barbaranelli - 2018 - Journal of Business Ethics 153 (3):725-740.
    The literature has suggested that to understand the diffusion of unethical conduct in the workplace, it is important to investigate the underlying processes sustaining engagement in misbehaviour and to study what occurs during vocational education. Drawing on social-cognitive theory, in this study, we longitudinally examined the role of two opposite dimensions of the self-regulatory moral system, regulatory self-efficacy and moral disengagement, in influencing academic cheating behaviour. In addition, in line with the theories highlighting the bidirectional relationship between cognitive processes and (...)
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  • The Theory of Planned Behavior as a Model of Academic Dishonesty in Engineering and Humanities Undergraduates.Trevor S. Harding, Matthew J. Mayhew, Cynthia J. Finelli & Donald D. Carpenter - 2007 - Ethics and Behavior 17 (3):255 – 279.
    This study examines the use of a modified form of the theory of planned behavior in understanding the decisions of undergraduate students in engineering and humanities to engage in cheating. We surveyed 527 randomly selected students from three academic institutions. Results supported the use of the model in predicting ethical decision-making regarding cheating. In particular, the model demonstrated how certain variables (gender, discipline, high school cheating, education level, international student status, participation in Greek organizations or other clubs) and moral constructs (...)
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  • To Cheat or Not to Cheat: Effects of Moral Perspective and Situational Variables on Students' Attitudes.Jacob Eisenberg * - 2004 - Journal of Moral Education 33 (2):163-178.
    One hundred and ninety?six Israeli middle?school students participated in a study that explored the effects of moral orientation (moral versus conventional)and of three situational variables on attitudes toward two types of cheating in school exams?copying from others (?active?)and letting others copy (?passive?). Several vignettes that were comprised of different combinations of the three situational variables?exam importance, supervision level and peers' norms?were used as the main instrument. It was found that a?morally oriented students approved significantly more of cheating than morally oriented (...)
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  • An Examination of the Role of Attitudinal Characteristics and Motivation on the Cheating Behavior of Business Students.Jeanette A. Davy, Joel F. Kincaid, Kenneth J. Smith & Michelle A. Trawick - 2007 - Ethics and Behavior 17 (3):281 – 302.
    This study examines cheating behaviors among 422 business students at two public Association to Advance Collegiate Schools of Business-accredited business schools. Specifically, we examined the simultaneous influence of attitudinal characteristics and motivational factors on reported prior cheating behavior, the tendency to neutralize cheating behaviors, and likelihood of future cheating. In addition, we examined the impact of in-class deterrents on neutralization of cheating behaviors and the likelihood of future cheating. We also directly tested potential mediating effects of neutralization on cheating behavior. (...)
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  • The Interpersonal Benefits of Leader Mindfulness: A Serial Mediation Model Linking Leader Mindfulness, Leader Procedural Justice Enactment, and Employee Exhaustion and Performance.Sebastian C. Schuh, Michelle Xue Zheng, Katherine R. Xin & Juan Antonio Fernandez - 2019 - Journal of Business Ethics 156 (4):1007-1025.
    Although it is an increasingly popular assumption that leader mindfulness may positively affect leader behaviors and, in turn, employee outcomes, to date, little empirical evidence supports this view. Against this backdrop, the present research seeks to develop and test a serial mediation model of leader mindfulness. Specifically, we propose that leader mindfulness enhances employee performance and that this relationship is explained by increased leader procedural justice enactment and, subsequently, reduced employees’ emotional exhaustion. We conducted three studies to test this model. (...)
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  • Models of Attitude-Behavior Relations.Peter M. Bentler & George Speckart - 1979 - Psychological Review 86 (5):452-464.
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  • Further Understanding Factors That Explain Freshman Business Students’ Academic Integrity Intention and Behavior: Plagiarism and Sharing Homework.Timothy Paul Cronan, Jeffrey K. Mullins & David E. Douglas - 2018 - Journal of Business Ethics 147 (1):197-220.
    Academic integrity violations on college campuses continue to be a significant concern that draws public attention. Even though AI has been the subject of numerous studies offering explanations and recommendations, academic dishonesty persists. Consequently, this has rekindled interest in understanding AI behavior and its influencers. This paper focuses on the AI violations of plagiarism and sharing homework for freshman business students, examining the factors that influence a student’s intention to plagiarize or share homework with others. Using a sample of more (...)
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  • Determinants of Perceptions of Cheating: Ethical Orientation, Personality and Demographics.Dean E. Allmon, Diana Page & Ralph Roberts - 2000 - Journal of Business Ethics 23 (4):411-422.
    A sample of 227 business students from the United States and Australia was used to evaluate factors that impact business students' ethical orientation and factors that impact students' perceptions of ethical classroom behaviors. Perceptions of classroom behaviors was considered a surrogate for future perceptions of business behaviors. Independent factors included age, gender, religious orientation, country of origin, personality, and ethical orientation. A number of factors were related to ethical orientation, but only age and religious orientation exhibited much impact upon perceptions (...)
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  • To Cheat or Not to Cheat: Effects of Moral Perspective and Situational Variables on Students' Attitudes.Jacob Eisenberg - 2004 - Journal of Moral Education 33 (2):163-178.
    One hundred and ninety-six Israeli middle-school students participated in a study that explored the effects of moral orientation and of three situational variables on attitudes toward two types of cheating in school exams—copying from others and letting others copy. Several vignettes that were comprised of different combinations of the three situational variables—exam importance, supervision level and peers' norms—were used as the main instrument. It was found that a-morally oriented students approved significantly more of cheating than morally oriented students. Importance of (...)
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