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  1. Can religion motivate people to blow the whistle?Shoaib Ul-Haq, Muhammad Asif Jaffer & Wajid Hussain Rizvi - forthcoming - Archive for the Psychology of Religion.
    While major religions espouse moral values encouraging prosocial behavior, the empirical evidence supporting the effectiveness of religious influence on such behavior, as proposed by the religious pro-sociality hypothesis, remains inconclusive. To explore this further, we conducted two studies to test this hypothesis in Pakistan, a Muslim-majority Asian nation, focusing on whistleblowing as a prosocial behavior. The first study gathered cross-sectional data from 323 undergraduate business students in Karachi, Pakistan, utilizing hypothetical scenarios of academic cheating and bank embezzlement. Participants completed a (...)
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  • Dishonesty in the Classroom: The Effect of Cognitive Dissonance and the Mitigating Influence of Religious Commitment. [REVIEW]Gordon F. Woodbine & Vimala Amirthalingam - 2013 - Journal of Academic Ethics 11 (2):139-155.
    A controlled experiment was conducted with a cohort of graduate accounting students, which involved a mild form of deception during a class ethics quiz. One of the answers to a difficult question was inadvertently revealed by a visiting scholar, which allowed students an opportunity to use the answer in order to maximise test scores and qualify for a reward. Despite an attempt to sensitize students prior to the test to the importance of moral codes of conduct, a high incidence of (...)
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  • Cheat and you Lose! Don’t Cheat and you Lose! Reflections and Analysis of Accounting Student Data.Gordon F. Woodbine & Vimala Amirthalingam - 2013 - Journal of Academic Ethics 11 (4):311-327.
    During 2012 students enrolled in a Master’s management accounting unit were invited to complete a compulsory class quiz, which was arranged to include a mild form of deception allowing them an opportunity to cheat. Prior to the test students were coached concerning the importance of the ICMA code of ethical conduct, which formed the basis of the quiz. Following the test, students were made aware of the deception and asked to judge the propriety of their actions using a research instrument (...)
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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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  • Methods of cheating and deterrents to classroom cheating: An international study.Richard A. Bernardi, Ania V. Baca, Kristen S. Landers & Michael B. Witek - 2008 - Ethics and Behavior 18 (4):373 – 391.
    This study examines the methods students use to cheat on class examinations and suggests ways of deterring using an international sample from Australia, China, Ireland, and the United States. We also examine the level of cheating and reasons for cheating that prior research has highlighted as a method of demonstrating that our sample is equivalent to those in prior studies. Our results confirm the results of prior research that primarily employs students from the United States. The data indicate that actions (...)
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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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