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  1. The ethical decision-making gap in student ethics: examining how university students approach ethical dilemmas.Rosalynn A. Vasquez - 2022 - International Journal of Ethics Education 7 (1):53-71.
    This study investigates university students’ approach to evaluate and solve ethical dilemmas and the rationale behind this approach. In evaluating ethical dilemmas, students form judgments and recognize what is right or wrong in a given dilemma. However, in solving ethical dilemmas, their decisions may be congruent or incongruent with the judgment, thereby creating a gap between judgment and intention in cases of incongruency. The research also examines the rationale or motivations for why students cheat and plagiarize, and the contribution of (...)
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  • Students’ Perceptions and Evaluations of Plagiarism: Effects of Text and Context.Talia Waltzer & Audun Dahl - 2021 - Journal of Moral Education 50 (4):436-451.
    ABSTRACT As they navigate academic life, students must decide whether the acts of copying they encounter constitute plagiarism, and whether those acts are wrong. The present study investigated students’ perceptions, evaluations, and reasoning about copying. In interviews about hypothetical scenarios involving copying, undergraduates reported whether the characters’ actions constituted plagiarism, whether the actions were wrong, and why. Students’ perceptions varied depending on textual similarity and type of academic task. When students perceived an act as plagiarism, they almost always believed it (...)
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  • ‘The Business of Ethics and Gender’.A. Catherine McCabe, Rhea Ingram & Mary Conway Dato-on - 2006 - Journal of Business Ethics 64 (2):101-116.
    Unethical decision-making behavior within organizations has received increasing attention over the past ten years. As a result, a plethora of studies have examined the relationship between gender and business ethics. However, these studies report conflicting results as to whether or not men and women differ with regards to business ethics. In this article, we propose that gender identity theory [Spence: 1993, Journal of Personality and Social Psychology 64, 624-635], provides both the theory and empirical measures to explore the influence of (...)
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  • What Prevents Students From Reporting Academic Misconduct? A Survey of Croatian Students.Vanja Pupovac, Stjepka Popović & Vedran Blažina - 2019 - Journal of Academic Ethics 17 (4):389-400.
    Academic misconduct is widespread in all cultures, and factors that influence it have been investigated for many years. An act of reporting peers’ misconduct not only identifies and prevents misconduct, but also encourages a student to think and act morally and raises awareness about academic integrity. The aim of this study was to determine factors that prevent students from reporting academic misconduct. A questionnaire to assess views on reporting the academic misconduct of a colleague was developed and sent to all (...)
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  • The Impact of Mindfulness and Perceived Importance of Peer Reporting on Students’ Response to Peers’ Academic Dishonesty.Barbara Culiberg & Katarina Katja Mihelič - 2020 - Ethics and Behavior 30 (5):385-399.
    Drawing from existing knowledge of ethical decision-making and academic dishonesty, this study investigates factors that influence students’ decision to report the academic misconduct of their peers. The core of the proposed conceptual model consists of the succession of three steps, linking ethical recognition, ethical judgment and ethical intent related to peer reporting. We introduce mindfulness as an antecedent of ethical recognition of peer reporting. We also include perceived importance of peer reporting as a predictor of all three steps. Data were (...)
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  • A Bibliometric Study on Academic Dishonesty Research.Tânia Marques, Nuno Reis & Jorge Gomes - 2019 - Journal of Academic Ethics 17 (2):169-191.
    Educational policy and social sciences researchers have been studying dishonest behaviors among students for a long time. In this bibliometric study we examine the extant literature on academic dishonesty until 2017. We also analyze the specific case of the literature on plagiarism since it is arguably one of the most common academic dishonest behavior. We aim at identifying the intellectual structure of the field of academic dishonesty and plagiarism. Results show that Donald L. McCabe and Richard L. Marsh appear as (...)
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  • Factors of Academic Misconduct in a Cross-Cultural Perspective and the Role of Integrity Systems.Marina Makarova - 2019 - Journal of Academic Ethics 17 (1):51-71.
    In this article, the main factors of academic cheating and plagiarism in four countries are analyzed. Three groups of factors are investigated, namely individual, motivational, and contextual. A mixed method approach has been used, with material including student surveys, interviews with university teachers and administrators, and analysis of university documents. The survey results show that the role of individual social-demographic factors are not significant for predicting misconduct. Students are prone to neutralize their own blame in misconduct, and refer to the (...)
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  • “The White Version of Cheating?” Ethical and Social Equity Concerns of Cognitive Enhancing Drug Users in Higher Education.Ross Aikins - 2019 - Journal of Academic Ethics 17 (2):111-130.
    So-called cognitive enhancing drugs are relatively common in higher education, especially among students who are white, male, and attend highly selective institutions. Using qualitative data from a diverse sample of 32 students at an elite university, the present study aims to examine whether students perceive CED use to be advantageous, equitable, and fair. Participants were either medical or nonmedical users of CEDs—primarily ADHD stimulant medications such as Adderall. Data were first coded openly, then axially into themes, and finally arranged to (...)
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  • Students’ Perceptions of Plagiarism Policy in Higher Education: A Comparison of the United Kingdom, Czechia, Poland and Romania.Saadia Mahmud, Tracey Bretag & Tomas Foltýnek - 2019 - Journal of Academic Ethics 17 (3):271-289.
    Students’ attitudes towards plagiarism and academic misconduct have been found to vary across national cultures, although the relationship between national culture and students’ perceptions of plagiarism policy remains unexplored. Student survey data from the UK, Czechia, Poland and Romania were analysed for differences in students’ perceptions of three specific aspects of plagiarism policy – access, support and detail – at their respective universities. Considered through the lens of Hofstede’s cultural dimensions, the study found significant differences between the UK and the (...)
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  • Students’ Perceptions of Plagiarism Policy in Higher Education: a Comparison of the United Kingdom, Czechia, Poland and Romania.Saadia Mahmud, Tracey Bretag & Tomas Foltýnek - 2018 - Journal of Academic Ethics 17 (3):271-289.
    Students’ attitudes towards plagiarism and academic misconduct have been found to vary across national cultures, although the relationship between national culture and students’ perceptions of plagiarism policy remains unexplored. Student survey data from the UK, Czechia, Poland and Romania were analysed for differences in students’ perceptions of three specific aspects of plagiarism policy – access, support and detail – at their respective universities. Considered through the lens of Hofstede’s cultural dimensions, the study found significant differences between the UK and the (...)
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  • Ethics Vs IT Ethics: A Comparative Study Between the USA and the Middle East.Nada Almasri & Luay Tahat - 2018 - Journal of Academic Ethics 16 (4):329-358.
    This paper aims at investigating the perceived difference between ethics and IT ethics in college students. The study mainly investigates whether university students in the Middle East and their counterpart in the USA hold the same ethical values both in a traditional context and in an IT context. The study also investigates possible differences in students’ ethics considering their level of study and whether they have prior business ethics knowledge or not. Furthermore, the study controls for possible self-others bias in (...)
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  • Academic Integrity in Higher Education: The Case of a Medium-Size College in the Galilee, Israel.Jonathan Kasler, Meirav Hen & Adi Sharabi-Nov - 2019 - Journal of Academic Ethics 17 (2):151-167.
    An important measure of the success of an academic institution is evaluation of its moral health. In order to investigate academic integrity in our institution, we administered the Academic Integrity Survey to a representative sample of 384 students from different departments. In addition we performed content analysis on 24 disciplinary hearing files from the previous academic year in order to ascertain which students were brought before the committee and why. Results show that the majority of students perceived academic misconduct as (...)
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  • Understanding Undergraduate Plagiarism in the Context of Students’ Academic Experience.Jorge Ávila de Lima, Áurea Sousa, Angélica Medeiros, Beatriz Misturada & Cátia Novo - 2021 - Journal of Academic Ethics 20 (2):147-168.
    Previous research has shown that student plagiarism is the product of interplay between individual and situational factors. The present study examined the relationship between these two sets of factors with a particular focus on variables linked to students’ academic context namely, their perception of peer behaviors, their experience of adversities in academic life, and their year of enrollment. So far, these situational features have received scant attention in studies of plagiarism conducted in most of Europe. A survey was carried out (...)
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  • Lack of Ethics or Lack of Knowledge? European Upper Secondary Students’ Doubts and Misconceptions About Integrity Issues.Thomas Bøker Lund, Peter Sandøe, P. J. Wall, Vojko Strahovnik, Céline Schöpfer, Rita Santos, Júlio Borlido Santos, Una Quinn, Margarita Poškutė, I. Anna S. Olsson, Søren Saxmose Nielsen, Marcus Tang Merit, Linda Hogan, Roman Globokar, Eugenijus Gefenas, Christine Clavien, Mateja Centa, Mads Paludan Goddiksen & Mikkel Willum Johansen - 2022 - International Journal for Educational Integrity 18 (1).
    Plagiarism and other transgressions of the norms of academic integrity appear to be a persistent problem among upper secondary students. Numerous surveys have revealed high levels of infringement of what appear to be clearly stated rules. Less attention has been given to students’ understanding of academic integrity, and to the potential misconceptions and false beliefs that may make it difficult for them to comply with existing rules and handle complex real-life situations.In this paper we report findings from a survey of (...)
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  • Academic Cheating in Disliked Classes.Eric M. Anderman & Sungjun Won - 2019 - Ethics and Behavior 29 (1):1-22.
    Academic dishonesty occurs at alarming rates in higher education. In the present study, we examined predictors of academic cheating behaviors, and beliefs in the acceptability of cheating, in disliked courses at two large universities, using structural equation modeling. Perceived mastery and extrinsic goal structures were related to beliefs about cheating but not cheating behaviors. Beliefs in the acceptability of cheating were more likely to be endorsed in math and science courses. College students were more likely to cheat and to believe (...)
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  • Perceptions of Academic Dishonesty in a South African University: A Q-Methodology Approach.Gillian Finchilescu & Adam Cooper - 2018 - Ethics and Behavior 28 (4):284-301.
    The prevalence of academic dishonesty is a matter of considerable concern for institutions of higher education everywhere. We explored students’ perceptions of academic dishonesty using Q methodology, which provides insights that are different from those obtained through surveys or interviews. South African students ranked 48 statements, giving reasons why students cheat, on an 11-column grid, anchored by strongly agree and strongly disagree. Q factor analysis was used to identify groups of individuals who share the same perspective. The three perspectives that (...)
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  • Plagiarism, Cheating and Research Integrity: Case Studies From a Masters Program in Peru.Andres M. Carnero, Percy Mayta-Tristan, Kelika A. Konda, Edward Mezones-Holguin, Antonio Bernabe-Ortiz, German F. Alvarado, Carlos Canelo-Aybar, Jorge L. Maguiña, Eddy R. Segura, Antonio M. Quispe, Edward S. Smith, Angela M. Bayer & Andres G. Lescano - 2017 - Science and Engineering Ethics 23 (4):1183-1197.
    Plagiarism is a serious, yet widespread type of research misconduct, and is often neglected in developing countries. Despite its far-reaching implications, plagiarism is poorly acknowledged and discussed in the academic setting, and insufficient evidence exists in Latin America and developing countries to inform the development of preventive strategies. In this context, we present a longitudinal case study of seven instances of plagiarism and cheating arising in four consecutive classes of an Epidemiology Masters program in Lima, Peru, and describes the implementation (...)
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  • Personality Traits and Plagiarism: An Empirical Study with Portuguese Undergraduate Students.Daniela C. Wilks, José Neves Cruz & Pedro Sousa - 2016 - Journal of Academic Ethics 14 (3):231-241.
    Academic dishonesty is a major problem and is thus a highly relevant area of inquiry. Considerable research has shown that key traits from the Big Five model of personality are associated with various forms of anti-social behaviour. To date, however, relatively little research interest has been devoted to study the relationship between personality traits and plagiarism. This study attempts to fill this gap by examining the relationship between the Big Five personality traits and the inclination to commit plagiarism by undergraduate (...)
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  • Moral Reasoning in Computer-Based Task Environments: Exploring the Interplay Between Cognitive and Technological Factors on Individuals' Propensity to Break Rules. [REVIEW]Jeffrey A. Roberts & David M. Wasieleski - 2012 - Journal of Business Ethics 110 (3):355-376.
    This study examines the relationship between cognitive moral development (CMD), productivity features of information technology (IT) and unethical behavior or misconduct. Using an experimental design that randomly assigns subjects to one of four unique technology conditions, we assess the relationship between a subjects' predominant level of CMD and ethical misconduct on IT-oriented work tasks. Our results show that both higher levels of CMD and increased levels of IT productivity features at one's disposal have a significant role to play in explaining (...)
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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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  • How Perpetrator Gender Influences Reactions to Premeditated Versus Impulsive Unethical Behavior: A Role Congruity Approach.Ke Michael Mai, Aleksander P. J. Ellis & David T. Welsh - 2020 - Journal of Business Ethics 166 (3):489-503.
    A significant body of research has emerged in order to better understand unethical behavior at work and how gender plays a role in the process. In this study, we look to add to this literature by exploring how perpetrator gender influences reactions to distinct types of unethicality. Rather than viewing unethical behavior as a unitary construct, where all forms of lying, cheating, and stealing are the same, we integrate theories and concepts from the criminal justice and moral psychology literatures to (...)
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  • Perceptions of Plagiarism by STEM Graduate Students: A Case Study.Michelle Leonard, David Schwieder, Amy Buhler, Denise Beaubien Bennett & Melody Royster - 2015 - Science and Engineering Ethics 21 (6):1587-1608.
    Issues of academic integrity, specifically knowledge of, perceptions and attitudes toward plagiarism, are well documented in post-secondary settings using case studies for specific courses, recording discourse with focus groups, analyzing cross-cultural education philosophies, and reviewing the current literature. In this paper, the authors examine the perceptions of graduate students in science, technology, engineering, and mathematics disciplines at the University of Florida regarding misconduct and integrity issues. Results revealed students’ perceptions of the definition and seriousness of potential academic misconduct, knowledge of (...)
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  • Imitation Is the Sincerest Form of Cheating: The Influence of Direct Knowledge and Attitudes on Academic Dishonesty.David A. Rettinger, Kristina Ryan, Kristopher Fulks, Anna Deaton, Jeffrey Barnes & Jillian O'Rourke - 2010 - Ethics and Behavior 20 (1):47-64.
    What effect does witnessing other students cheat have on one's own cheating behavior? What roles do moral attitudes and neutralizing attitudes (justifications for behavior) play when deciding to cheat? The present research proposes a model of academic dishonesty which takes into account each of these variables. Findings from experimental (vignette) and survey methods determined that seeing others cheat increases cheating behavior by causing students to judge the behavior less morally reprehensible, not by making rationalization easier. Witnessing cheating also has unique (...)
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  • The Relations Among Religion, Motivation, and College Cheating: A Natural Experiment.David A. Rettinger & Augustus E. Jordan - 2005 - Ethics and Behavior 15 (2):107-129.
    A natural experiment was conducted studying the relations among student cheating, motivation, religiosity, and attitudes toward cheating. Students enrolled in a dual religious/college curriculum were surveyed regarding their cheating behavior, attitudes toward cheating, religiosity, and learning/grade motivations toward classes. Business and liberal arts college students were represented. Results strongly support the following conclusions. First, grade orientation is associated with increases in self-reported cheating. Second, among these religious students, more religiosity correlates with reduced reports of cheating in all courses. This result (...)
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  • The Role of Cultural Values in Plagiarism in Higher Education.Nina C. Heckler & David R. Forde - 2015 - Journal of Academic Ethics 13 (1):61-75.
    Student plagiarism is a rampant practice and major concern in higher education. How students perceive the overarching American cultural values and their impact on the practice will inform educators and help them to better combat the practice. It is also valuable for educators to know whether the students perceive the practice to be part of the dominant culture, currently, on college campuses. This study reports perceptions of plagiarism by students in an introductory sociology course. Open-ended questions explored perceptions of extent, (...)
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  • Changing the Academic Integrity Climate on Campus Using a Technology-Based Intervention.Jeffrey K. Mullins, David E. Douglas, Roger McHaney & Timothy Paul Cronan - 2017 - Ethics and Behavior 27 (2):89-105.
    This article focuses on the use of a technology-based intervention to change academic integrity knowledge and attitudes. Using a sample of more than 5,000 freshman students drawn from two major midwestern universities in the United States over a 3-year period, an online intervention was used to determine whether AI knowledge and attitudes could be changed. Based the results of this study, AI knowledge and attitudes can be improved using an online intervention. These results contribute to a better understanding of the (...)
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  • Academic Integrity of Millennials: The Impact of Religion and Spirituality.Millicent F. Nelson, Matrecia S. L. James, Angela Miles, Daniel L. Morrell & Sally Sledge - 2017 - Ethics and Behavior 27 (5):385-400.
    The majority of traditional students enrolled at most colleges and universities are a part of what has been termed the Millennial Generation, also known as Generation Y, which typically describes the group of individuals born in most of the 1980s and 1990s. This cohort’s life has been shaped by corporate scandals, economic instability, and worldwide tragedies. Concurrently, business ethics has become a popular topic in the news within the last 2 decades due to the increase in the number of high-profile (...)
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  • Cheating in Exams with Technology.Kevin Curran, Gary Middleton & Ciaran Doherty - 2011 - International Journal of Cyber Ethics in Education 1 (2):54-62.
    Traditional methods of detection may no longer be wholly successful in fully preventing cheating in examinations. New strategies need to be considered and employed to better manage the advancement of technology use for illegitimate purposes. This paper investigates technology used to cheat in examinations, how such cheats are carried out, and how to prevent such methods of cheating. To show the full extent of the progression of cheating over the years, this report also documents some of the traditional methods of (...)
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  • On Iranian EFL Undergraduate Students’ Perceptions of Plagiarism.Farzaneh Amiri & Seyyed Ayatollah Razmjoo - 2016 - Journal of Academic Ethics 14 (2):115-131.
    The fast growing rates of plagiarism among students in higher education has become a serious concern for academics around the world. Collecting data through semi-structured interview, this qualitative study is an attempt to investigate a group of EFL undergraduate students’ viewpoints on plagiarism, the extent to which they are informed about it and the reasons triggering them to plagiarize. Responses revealed shallow understanding of plagiarism in its various forms. The findings indicated a range of contributing factors including: instructors’ ignorance towards (...)
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  • Worldwide Testing and Test Security Issues: Ethical Challenges and Solutions.David F. Foster - 2010 - Ethics and Behavior 20 (3-4):207-228.
    As psychology ethics begins to become more standardized and formalized globally (e.g., Gauthier, 2007) there are still educational, political, and psychological areas that require significant discussion. For example, test security has become a global issue, as psychological tests and even college entrance and graduate school admission tests have found their way online.
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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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  • Student and Faculty Perceptions of Study Helper Websites: a New Practice in Collaborative Cheating.Douglas Harrison, Allison Patch, Darragh McNally & Laura Harris - 2020 - Journal of Academic Ethics 19 (4):483-500.
    Drawing on a survey of over 4000 students and 1300 faculty members at the University of Maryland Global Campus, we find evidence for a reconceptualization of the use of commercialized websites offering access to “tutors” or “study help” as a type of collaborative cheating. Past studies have examined this behavior as an extension of contract cheating, but we find that students perceive the use of these sites very differently than they perceive contract cheating behaviors. In this paper we will discuss (...)
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  • Predicting Academic Dishonesty on National Examinations: The Roles of Gender, Previous Performance, Examination Center Change, City Change, and Region Change.Georgios D. Sideridis, Ioannis Tsaousis & Khaleel Al Harbi - 2016 - Ethics and Behavior 26 (3):215-237.
    The purpose of the present studies was to evaluate and predict academic cheating with regard to a national examination in a Middle East country. In Study 1, 4,024 students took part and potential cheaters were classified as those having discrepant scores in multiple administrations that exceeded 1 SD in absolute terms. A latent class mixture analysis suggested two pathways for potential cheating: The first path involved students—most male—who changed city or region of examination during test taking, and the second path (...)
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  • Making Our Measures Match Perceptions: Do Severity and Type Matter When Assessing Academic Misconduct Offenses?Thomas H. Stone, Jennifer L. Kisamore, I. M. Jawahar & Jocelyn Holden Bolin - 2014 - Journal of Academic Ethics 12 (4):251-270.
    Traditional approaches to measurement of violations of academic integrity may overestimate the magnitude and severity of cheating and confound panic with planned cheating. Differences in the severity and level of premeditation of academic integrity violations have largely been unexamined. Results of a study based on a combined sample of business students showed that students are more likely to commit minor cheating offenses and engage in panic-based cheating as compared to serious and planned cheating offenses. Results also indicated there is a (...)
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  • Ethical Orientation and Research Misconduct Among Business Researchers Under the Condition of Autonomy and Competition.Matthias Fink, Johannes Gartner, Rainer Harms & Isabella Hatak - forthcoming - Journal of Business Ethics.
    The topics of ethical conduct and governance in academic research in the business field have attracted scientific and public attention. The concern is that research misconduct in organizations such as business schools and universities might result in practitioners, policymakers, and researchers grounding their decisions on biased research results. This study addresses ethical research misconduct by investigating whether the ethical orientation of business researchers is related to the likelihood of research misconduct, such as selective reporting of research findings. We distinguish between (...)
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  • Investigating Perceptions of Students to a Peer-Based Academic Integrity Presentation Provided by Residence Dons.Lucia Zivcakova, Eileen Wood, Gail Forsyth, Martin Zivcak, Joshua Shapiro, Amanda Coulas, Amy Linseman, Brittany Mascioli, Stephen Daniels & Valentin Angardi - 2014 - Journal of Academic Ethics 12 (2):89-99.
    This study investigated students’ perceptions following a prepared, common presentation regarding academic integrity provided by their residence dons. This peer instruction study utilized both quantitative and qualitative analyses of survey data within a pre-test post-test design. Overall, students reported gains in knowledge, as well as confidence in their knowledge of academic integrity. Notably, students reported increases in their personal value for academic integrity after participating in the presentations. Overall, the quality and content of the presentations were judged positively, and participants’ (...)
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  • Predicting the Underlying Factors of Academic Dishonesty Among Undergraduates in Public Universities: A Path Analysis Approach. [REVIEW]Adesile M. Imran & Mohamad Sahari Nordin - 2013 - Journal of Academic Ethics 11 (2):103-120.
    Building on the modified theory of planned behavior (TPB), this study examined the underlying psychological motives for academic dishonesty in a sample of 250 undergraduates drawn from three selected Malaysian public universities. The results yielded additional supports for usefulness of modified TPB model in predicting academic misconduct. All components of the model exerted statistically significant effects on intention towards academic misconduct, and intention itself exerted a statistically significant impact on academic dishonesty. This suggests that students’ academic misconducts could be addressed (...)
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  • Using the Scenario Method to Analyze Cheating Behaviors.Peter W. Schuhmann, Robert T. Burrus, Preston D. Barber, J. Edward Graham & M. Fara Elikai - 2013 - Journal of Academic Ethics 11 (1):17-33.
    Using student self-reported cheating admissions and answers from a hypothetical cheating scenario, this paper analyzes the effects of individual and situational factors on potential cheating behavior. Results confirm several conclusions about student factors that are related to cheating. The probability of cheating is associated with younger students, lower GPAs, alcohol consumption, fraternity/sorority membership, and having cheated in high school. Student perceptions of the certainty and severity of punishment appear to have a negative and significant impact on the probability of cheating (...)
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  • Creating an Interdisciplinary Business Ethics Program.Elizabeth Towell, Kathleen L. McFadden, William C. McCoy & Amy Buhrow - 2012 - Journal of Academic Ethics 10 (2):93-112.
    Driven by recent accreditation mandates, a changing legal environment, and multiple high-visibility corporate ethics scandals, many business schools are responding to the growing movement within higher education to integrate ethics into the curricula. The literature suggests that the amount of attention given to ethics varies widely among institutions, and has not been coherently developed. Moreover, institutions have struggled to tie related projects and instruction to the overall concept of assurance of student learning. The purpose of this paper is to provide (...)
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  • Cheating on Exams in the Iranian EFL Context.Alireza Ahmadi - 2012 - Journal of Academic Ethics 10 (2):151-170.
    The present study aimed at investigating the status of cheating on exams in the Iranian EFL context. One hundred thirty two university students were surveyed to this end. They were selected through convenient sampling. The results indicated that cheating is quite common among the Iranian language students. The most important reasons for this behavior were found to be “not being ready for the exam”, “difficulty of the exam”, “lack of time to study” and “careless and lenient instructors”. The study also (...)
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  • Understanding of and Attitudes to Academic Ethics Among First-Year University Students.Adèle Thomas & AndréVan Zyl - 2012 - African Journal of Business Ethics 6 (2):143.
    This study aimed to explore the understanding of and attitudes towards academic ethics of first-year students at a South African University using a paper-based survey that yielded 3611 respondents. A degree of confusion and ambivalence regarding academic ethical issues exists. The relative wealth of respondents also appears to influence the understanding of and attitudes to academic ethics. Millennial students have a tendency to disregard ownership of knowledge. There is a need for instruction in academic ethics to instil an awareness of (...)
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  • Understanding of and Attitudes to Academic Ethics Among First‐Year University Students.Adèle Thomas & André Van Zyl - 2012 - African Journal of Business Ethics 6 (2):143-155.
    This study aimed to explore the understanding of and attitudes towards academic ethics of first-year students at a South African University using a paper-based survey that yielded 3611 respondents. A degree of confusion and ambivalence regarding academic ethical issues exists. The relative wealth of respondents also appears to influence the understanding of and attitudes to academic ethics. Millennial students have a tendency to disregard ownership of knowledge. There is a need for instruction in academic ethics to instil an awareness of (...)
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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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  • Moral Identities, Social Anxiety, and Academic Dishonesty Among American College Students.Scott A. Wowra - 2007 - Ethics and Behavior 17 (3):303 – 321.
    Academic dishonesty is a persistent problem in the American educational system. The present investigation examined how reports of academic cheating related to students' emphasis on their moral identities and their sensitivity to social evaluation. Seventy college students at a large southeastern university completed a battery of surveys. Symptoms of social anxiety were positively correlated with recall of academic cheating. Additionally, relative to students who placed less importance on their moral identities, students who placed more importance on their moral identities recalled (...)
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  • Individual Differences in Workplace Deviance and Integrity as Predictors of Academic Dishonesty.Gale M. Lucas & James Friedrich - 2005 - Ethics and Behavior 15 (1):15 – 35.
    Meta-analytic findings have suggested that individual differences are relatively weaker predictors of academic dishonesty than are situational factors. A robust literature on deviance correlates and workplace integrity testing, however, demonstrates that individual difference variables can be relatively strong predictors of a range of counterproductive work behaviors (CWBs). To the extent that academic cheating represents a kind of counterproductive behavior in the work role of "student", employment-type integrity measures should be strong predictors of academic dishonesty. Our results with a college student (...)
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  • Perception of Cheaters: The Role of Past and Present Academic Achievement.Joshua M. Feinberg - 2009 - Ethics and Behavior 19 (4):310 – 322.
    Participants ( N = 151) rated a fictitious student who may have cheated on an exam. The student's description varied on prior academic performance (low achieving, average achieving, or high achieving) and exam grade (65 or 95). Participants' attitudes were most negative toward the low-achieving student who was also most likely to be perceived as cheating. However, participants recommended harsher punishments for students who scored a 95 regardless of prior academic achievement. Finally, a significant interaction indicated more negative attitudes and (...)
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  • Closer to the Truth: Electronic Records of Academic Dishonesty in an Actual Classroom Setting.Emily Simpson & Karen Yu - 2012 - Ethics and Behavior 22 (5):400 - 408.
    Studies of academic dishonesty typically rely on potentially inaccurate self-reports or on actual behavior during less realistic tasks. Eliminating the drawbacks of such approaches, we assessed cheating during completion of actual coursework via electronic records of online behavior. Thirty-six college students completed unproctored, online quizzes. The majority of students responding to a follow-up questionnaire reported that they never considered consulting online sources during the quizzes. Computer logs reveal that although some students accessed relevant online information during the quizzes, many did (...)
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  • Cheating in Advantaged High Schools: Prevalence, Justifications, and Possibilities for Change.Mollie K. Galloway - 2012 - Ethics and Behavior 22 (5):378 - 399.
    The current study explored high school student cheating in communities of advantage, gathering survey data from 4,316 high school students in upper middle class communities and qualitative data from a smaller group of students, school leaders, teachers, and parents. Results indicated pervasive cheating among students (93% reported cheating at least once and 26% of upperclassmen indicated cheating in 7 or more of 13 ways listed on the survey). Students described schools as lacking clarity or consequences regarding cheating and expressed feeling (...)
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  • Students Reported for Cheating Explain What They Think Would Have Stopped Them.Eric M. Beasley - 2014 - Ethics and Behavior 24 (3):229-252.
    I analyzed 298 open-ended responses of undergraduate students who have been reported for cheating to the question, “What, if anything, would have stopped you from committing your act of academic dishonesty?” These responses included a few major themes: students pled ignorance of what constitutes academic dishonesty and the consequences/seriousness associated with violations; students tended to deflect blame, usually by saying that their professor could have done something differently ; students did not feel they had enough time, resources, and/or skills to (...)
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  • “There must be Someone’s Name Under Every Bit of Text, Even if it is Unimportant or Incorrect”: Plagiarism as a Learning Strategy.Beata Bielska & Mateusz Rutkowski - forthcoming - Journal of Academic Ethics:1-20.
    The article offers analyses of the phenomenon of copying in higher education. The analyses were based on a quantitative survey using questionnaires, conducted in 2019 at one of the Polish universities. Plagiarism is discussed here both as an element of the learning process and a subject of public practices. The article presents students’ definitions of plagiarism, their strategies for unclear or difficult situations, their experiences with plagiarism and their opinions on how serious and widespread this phenomenon is. Focusing on the (...)
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