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  1. Examining the Impact of Dons Providing Peer Instruction for Academic Integrity: Dons' and Students' Perspectives. [REVIEW]Lucia Zivcakova, Eileen Wood, Gail Forsyth, Navinder Dhillon, Danielle Ball, Brittany Corolis, Amanda Coulas, Stephen Daniels, Joshua Hill, Anja Krstic, Amy Linseman & Marjan Petkovski - 2012 - Journal of Academic Ethics 10 (2):137-150.
    A peer instruction model was used whereby 78 residence dons (36 males, 42 females) provided instruction regarding academic integrity for 324 students (125 males, 196 females) under their supervision. Quantitative and qualitative analyses were conducted to assess survey responses from both the dons and students regarding presentation content, quality, and learning. Overall, dons consistently identified information-based slides about academic integrity as the most important material for the presentations, indicating that fundamental information was needed. Although student ratings of the usefulness of (...)
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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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  • Students’ Reasoning About Whether to Report When Others Cheat: Conflict, Confusion, and Consequences.Talia Waltzer, Arvid Samuelson & Audun Dahl - 2022 - Journal of Academic Ethics 20 (2):265-287.
    Nearly all students believe academic cheating is wrong, yet few students say they would report witnessed acts of cheating. To explain this apparent tension, the present research examined college students’ reasoning about whether to report plagiarism or other forms of cheating. Study 1 examined students’ conflicts when deciding whether to report cheating. Most students gave reasons against reporting a peer as well as reasons in favor of reporting. Study 2 provided experimental confirmation that the contextual factors referenced by Study 1 (...)
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  • Is There a Relationship Between Student Attitudes and Behavior Regarding Integrity Issues?Mariëtte van den Hoven & Hanneke Mol - 2022 - International Journal for Educational Integrity 18 (1).
    Stimulating responsible conduct of research is considered important within universities and research organizations. In this contribution, we investigated if there are gender differences regarding three aspects: students’ attitudes towards integrity related issues, self-reported misconduct, and suspicions of misconduct and willingness to report fellow students. A questionnaire was sent to 1266 first year starting master students in the life sciences. Male students were significantly more likely to report not doing their fair share in group work and putting their name on work (...)
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  • Understanding of and Attitudes to Academic Ethics Among First-Year University Students.Zyl Av Thomas A. - 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 & 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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  • Faculty Reluctance to Report Student Plagiarism: A Case Study.Adèle Thomas - 2017 - African Journal of Business Ethics 11 (1).
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  • Understanding Academic Integrity Education: Case Studies from Two Australian Universities.Michelle Striepe, Sheona Thomson & Lesley Sefcik - forthcoming - Journal of Academic Ethics:1-17.
    An increase in Academic Integrity breaches has resulted in higher education institutions implementing solutions to improve AI competence. It has been argued that to improve students’ AI understanding, concepts and skills should be taught at the classroom level and contextual factors should be considered. This article presents an investigation on how AI is taught at the classroom level across a range of disciplines, how contextual factors inform approaches to AI education, and how the approaches align with evidence-based recommendations. Purposeful sampling (...)
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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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  • Why Do College Students Cheat?Mark G. Simkin & Alexander McLeod - 2010 - Journal of Business Ethics 94 (3):441 - 453.
    More is known about the pervasiveness of college cheating than reasons why students cheat. This article reports the results of a study that applied the theory of reasoned action and partial least squares methodology to analyze the responses of 144 students to a survey on cheating behavior. Approximately 60% of the business students and 64% of the non-business students admitted to such behavior. Among cheaters, a "desire to get ahead" was the most important motivating factor - a surprising result given (...)
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  • Volunteers Versus Non-Volunteers—Which Group Cheats More, and Holds More Lax Attitudes About Cheating?Aditya Simha, Josh P. Armstrong & Joseph F. Albert - 2011 - Journal of Academic Ethics 9 (3):205-215.
    Academic dishonesty has been a frequent topic of research and discussion. In this article, we examine the differences between student volunteers and student non-volunteers in terms of their attitudes towards academic dishonesty as well as their cheating behaviors. We found that student volunteers held more serious attitudes towards cheating and academic dishonesty than did student non-volunteers; however there were not many significant differences between student volunteers and student non-volunteers when it came to cheating behaviors. We finally provide some suggestions for (...)
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  • A Comprehensive Literature Review on Cheating.Aditya Simha & John B. Cullen - 2012 - International Journal of Cyber Ethics in Education 2 (4):24-44.
    This article provides a comprehensive review of the literature on academic dishonesty and cheating. The different kinds of cheating behaviors and the factors associated with them are delineated and described. Suggestions are provided on how to take corrective and proactive decisions to control and thereby reduce academic dishonesty and cheating.
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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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  • Do Birds of a Feather Cheat Together? How Personality and Relationships Affect Student Cheating.Alex J. Scrimpshire, Thomas H. Stone, Jennifer L. Kisamore & I. M. Jawahar - 2017 - Journal of Academic Ethics 15 (1):1-22.
    Academic misconduct is widespread in schools, colleges, and universities and it appears to be an international phenomenon that also spills over into the workplace. To this end, while a great deal of research has investigated various individual components such as, demographic, personality and situational factors that contribute to cheating, research has yet to examine why students help others cheat and which students are being asked to help others cheat. In this study, we investigated if the closeness of the relationship to (...)
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  • Why Students Do Not Engage in Contract Cheating.Kiata Rundle, Guy J. Curtis & Joseph Clare - 2019 - Frontiers in Psychology 10.
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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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  • 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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  • 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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  • Students’ Perceptions of Academic Dishonesty: A Nine-Year Study From 2005 to 2013.Kathleen K. Molnar - 2015 - Journal of Academic Ethics 13 (2):135-150.
    Students from a small, private, religious college and a large, public university completed questionnaires asking their perceptions of academic dishonesty at their institution. The questionnaires used a 5-point Likert scale to determine whether the students felt it was acceptable to cheat for a specific reason such as plagiarizing or copying homework both using and not using technology. Between fall 2005 and fall 2013, 1792 usable questionnaires were collected using similar methodology, questionnaires and respondents to control for possible extraneous variables. An (...)
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  • Does the Type of Cheating Influence Undergraduate Students' Perceptions of Cheating?Kathleen K. Molnar & Marilyn G. Kletke - 2012 - Journal of Academic Ethics 10 (3):201-212.
    There has been a plethora of studies outlying the various factors which may affect undergraduate student cheating, generally focusing on individual, situational and deterrent factors. But beyond these factors, does the type of cheating affect students’ perceptions of cheating? We found that there were differences in regards to gradable cheating such as cheating on homework, tests and papers versus non-gradable cheating such as illegally downloading software/music from the Internet or photocopying materials which violate the university’s academic integrity policy. Gender, discussion (...)
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  • Turning a Blind Eye: A Study of Peer Reporting in a Business School Setting.Katarina Katja Mihelič & Barbara Culiberg - 2014 - Ethics and Behavior 24 (5):364-381.
    This article examines student peer reporting by extending the findings from the business ethics and higher education literature. In the conceptual model we propose that reflective moral attentiveness, subjective knowledge of the code of ethics, and academic dishonesty beliefs antecede ethical judgment of peer reporting, which impacts intentions to report peers’ unethical behavior. The relationships are tested using structural equation modeling. The findings indicate that moral attentiveness significantly influences ethical judgment, which in turn affects intention. The relationship between beliefs about (...)
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  • Students' Academic Cheating in Chinese Universities: Prevalence, Influencing Factors, and Proposed Action. [REVIEW]Yuchao Ma, Donald L. McCabe & Ruizhi Liu - 2013 - Journal of Academic Ethics 11 (3):169-184.
    Quantitative research about academic cheating among Chinese college students is minimal. This paper discusses a large survey conducted in Chinese colleges and universities which examined the prevalence of different kinds of student cheating and explored factors that influence cheating behavior. A structural equation model was used to analyze the data. Results indicate that organizational deterrence and individual performance have a negative impact on cheating while individual perceived pressure, peers’ cheating, and extracurricular activities have a positive impact. Recommendations are proposed to (...)
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  • Culture, Collectivism-Individualism and College Student Plagiarism.Jonathan Kasler, Leehu Zysberg & Raya Gal - 2021 - Ethics and Behavior 31 (7):488-497.
    ABSTRACT We tested a model in which individualist and collectivist orientations mediate the association between cultural background and students’ self-reported plagiarism. A sample of 430 Jewish and non-Jewish undergraduates at a college in northern Israel completed a questionnaire to assess individualist and collectivist orientation and demographics, and answered a question regarding whether they had committed plagiarism during their studies. The results partly supported the model; individualism, but not collectivism, mediated the association between cultural background and admitting plagiarism. The model and (...)
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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 Unethical Behaviors at the University Level: A Multiple Regression Analysis.Martín Julián & Tomas Bonavia - 2021 - Ethics and Behavior 31 (4):257-269.
    ABSTRACT Unethical behaviors such as corruption pose an important challenge for students, professors, and other university members. We aimed to clarify students’ willingness to engage in corruption in a Spanish public university. In all, 3,475 undergraduate, postgraduate, and PhD students completed an online questionnaire assessing four corruption scenarios: favoritism, bribery, fraud, and embezzlement. Multiple regression analysis suggested that justifiability, risk perception, and perceived corruption played a key role in explaining corrupt intention. Behavioral intention to engage in corruption is a complex (...)
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  • Students’ Perceptions of University Corruption in a Spanish Public University: A Path Analysis.Martín Julián & Tomas Bonavia - 2022 - Frontiers in Psychology 13.
    Most research on corruption in educational settings has focused on a cross-national and macro-level analysis; however, to our knowledge, few papers have sought to explore individual perceptions that explain corruption in higher education. The present research aimed to disentangle students’ predictors of corrupt intention in a Spanish public university. A total of 933 undergraduate, postgraduate, and Ph.D. students filled out an online survey measuring four corruption scenarios: favoritism, bribery, fraud, and embezzlement. Path analysis revealed that justifiability, risk perception, and perceived (...)
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  • Determinants of Students’ Willingness to Engage in Corruption in an Academic Setting: an Empirical Study.Martín Julián & Tomas Bonavia - 2020 - Journal of Academic Ethics 18 (4):363-375.
    Corruption in higher education has raised concern among governments, citizens, and the education community worldwide. However, few papers have sought to explore the students’ willingness to engage in corrupt practices at the university level. The present study aimed to examine the influence of different corrupt behaviours and perceived corruption among peers on the corrupt intention of university students. 120 undergraduate students participated in a quasi-experimental design divided in 3 treatments to rate their willingness to engage in favouritism and embezzlement behaviours. (...)
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  • What’s in It for Me? An Examination of Accounting Students’ Likelihood to Report Faculty Misconduct.Joanne C. Jones, Gary Spraakman & Cristóbal Sánchez-Rodríguez - 2014 - Journal of Business Ethics 123 (4):645-667.
    Since there are so few controls over detecting and preventing faculty misconduct, one of the most common ways in which it is discovered is through student reports. Given the importance of student reports in bringing to light faculty’s ethical lapses, this paper seeks to understand what factors influence students’ likelihood to report faculty misconduct. We develop an empirical model that integrates the decision process of the Prosocial Organizational Behavior Model with insights from the emotional perspective on whistleblowing. Specifically, we use (...)
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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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  • Exam Cheating Among Quebec’s Preservice Teachers: The Influencing Factors.Marie-Hélène Hébert, Eric Frenette & Sylvie Fontaine - 2020 - International Journal for Educational Integrity 16 (1).
    This article presents the results of a research that aimed to examine the phenomenon of student cheating on exams in faculties of education in Quebec universities. A total of 573 preservice teachers completed an online survey in 2018. The questionnaire consisted of 28 questions with a Likert scale related to individual and contextual factors associated with the propensity to cheat on exams as well as two yes/no items on the arguments for cheating. Descriptive and hierarchical linear regression analyses highlighted the (...)
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  • Does Statistics Anxiety Impact Academic Dishonesty? Academic Challenges in the Age of Distance Learning.Keren Grinautsky, Pnina Steinberger & Yovav Eshet - 2022 - International Journal for Educational Integrity 18 (1).
    This study discusses the mediating role of statistics anxiety and motivation in the relationship comprising academic dishonesty, personality traits, and previous academic achievements in three different learning environments. Self-determination theory provides a broad psychological framework for these phenomena. Data were collected from 649 bachelor-degree students in the Social Sciences in five Israeli academic institutions. Structural equation modelling was employed to investigate the research variables’ relationships. Findings indicate that statistics anxiety mediates the relationship between personality traits and academic dishonesty in the (...)
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  • Academic Misconduct Among Portuguese Economics and Business Undergraduate Students- A Comparative Analysis with Other Major Students.Carla Freire - 2014 - Journal of Academic Ethics 12 (1):43-63.
    The main purpose of this study is to understand the demographic, personal and situational determining factors leading to academic misconduct among undergraduate students by comparatively analyzing the differences among Economics and Business students and other major students. Two thousand four hundred ninety-two undergraduate students from different Portuguese Public Universities answered a questionnaire regarding their propensity to commit academic fraud, 640 of whom were Economics and Business students. Results concluded that Economics and Business students can be distinguished from others regarding the (...)
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  • Does Creative Thinking Contribute to the Academic Integrity of Education Students?Yovav Eshet & Adva Margaliot - 2022 - Frontiers in Psychology 13.
    The current research focuses on the nature of the relationship comprising personality traits, creative thinking, and academic integrity. Scholars have confirmed that personality traits and creative thinking correlate positively with academic integrity. However, a discussion of academic integrity, personality traits, and creative thinking is missing in the scholarly literature. This study used a questionnaire survey based on the Big Five Factor to identify personality characteristics, the Academic Integrity Inventory, and the Torrance Tests of Creative Thinking. The sample included 976 students (...)
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  • The Impact of Anti-Intellectualism Attitudes and Academic Self-Efficacy on Business Students' Perceptions of Cheating.Rafik Z. Elias - 2009 - Journal of Business Ethics 86 (2):199 - 209.
    College cheating represents a major ethical problem facing students and educators, especially in colleges of business. The current study surveys 666 business students in three universities to examine potential determinants of cheating perceptions. Anti-intellectualism refers to a student’s negative view of the value and importance of intellectual pursuits and critical thinking. Academic self-efficacy refers to a student’s belief in one’s ability to accomplish an academic task. As hypothesized, students high in anti-intellectualism attitudes and those with low academic self-efficacy were least (...)
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  • The Impact of Anti-Intellectualism Attitudes and Academic Self-Efficacy on Business Students’ Perceptions of Cheating.Rafik Z. Elias - 2009 - Journal of Business Ethics 86 (2):199-209.
    College cheating represents a major ethical problem facing students and educators, especially in colleges of business. The current study surveys 666 business students in three universities to examine potential determinants of cheating perceptions. Anti-intellectualism refers to a student's negative view of the value and importance of intellectual pursuits and critical thinking. Academic selfefficacy refers to a student's belief in one's ability to accomplish an academic task. As hypothesized, students high in anti-intellectualism attitudes and those with low academic self-efficacy were least (...)
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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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  • 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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  • Are We on the Same Page? College Students’ and Faculty’s Perception of Student Plagiarism in Taiwan.Yinlan Chen & Chien Chou - 2017 - Ethics and Behavior 27 (1):53-73.
    The rapid development of the Internet has granted college students easy access to vast amount of online resources, and to some degree has increased the chances of plagiarism problems. A number of studies have suggested that both faculty’s and students’ perceptions toward plagiarism are found to be influential on students’ plagiarizing behaviors, and limited research has been done to explore the perceptional differences between these two roles. This study aims to respond to the growing educational concerns about plagiarism by comparing (...)
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  • Peer-Based Interventions on Academic Integrity: Assessing Immediate and Long Term Learning.Preet K. Chauhan, Eileen Wood, Tarique Plummer & Gail Forsyth - 2018 - Journal of Academic Ethics 16 (2):133-149.
    The current study extends previous literature regarding the effectiveness of learning about academic integrity through peer instruction by assessing the impact of a peer instructional approach for actual and perceived learning gains over time. One trained residence don provided one interactive 30-min presentation covering four major aspects of academic integrity and misconduct to groups of undergraduate students. In total, 192 participants attended the workshop and were surveyed for their knowledge of academic integrity immediately before the presentation, immediately after the presentation, (...)
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  • To Cheat or Not to Cheat?: The Role of Personality in Academic and Business Ethics.Virginia K. Bratton & Connie Strittmatter - 2013 - Ethics and Behavior 23 (6):427-444.
    Past research (Lawson, 2004; Nonis & Swift, 2001) has revealed a correlation between academic and business ethics. Using a sample survey, this study extends this inquiry by examining the role of dispositional variables (neuroticism, extraversion, and conscientiousness) and academic honesty on business ethics perceptions. Results indicate that (1) neuroticism and conscientiousness were positively related to more ethical perceptions in a work context, and (2) academic honesty partially mediated the relationship between conscientiousness and business ethics. Implications to business practitioners and educators (...)
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  • Encouraging Active Classroom Discussion of Academic Integrity and Misconduct in Higher Education Business Contexts.Mark Baetz, Lucia Zivcakova, Eileen Wood, Amanda Nosko, Domenica De Pasquale & Karin Archer - 2011 - Journal of Academic Ethics 9 (3):217-234.
    The present study assessed business students’ responses to an innovative interactive presentation on academic integrity that employed quoted material from previous students as launching points for discussion. In total, 15 business classes ( n = 412 students) including 2nd, 3rd and 4th year level students participated in the presentations as part of the ethics component of ongoing courses. Students’ perceptions of the importance of academic integrity, self-reports of cheating behaviors, and factors contributing to misconduct were examined along with perceptions about (...)
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  • Academic Dishonesty in Indonesian College Students: an Investigation from a Moral Psychology Perspective.Sutarimah Ampuni, Naila Kautsari, Meyrantika Maharani, Shabrina Kuswardani & Sukmo Bayu Suryo Buwono - 2020 - Journal of Academic Ethics 18 (4):395-417.
    The present study aimed to investigate academic dishonesty among college students in Indonesia, as well as exploring various aspects of morality that may affect academic dishonesty. This study drew upon data obtained from an online survey of 574 students from diploma, undergraduate, and postgraduate levels of study in Indonesia. The data revealed a high prevalence of academic dishonesty in Indonesian college students and indicated that the level of academic dishonesty is affected by gender, college origin, and study level. Regressions confirmed (...)
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  • Situational Judgment Using Ethical Reasoning in Saudi Undergraduate Pharmacy Students.Fahad Saleh Alkhuzaee, Majid Ali, Khang Wen Goh, Yaser Mohammed Al-Worafi & Long Chiau Ming - 2022 - BMC Medical Ethics 23 (1):1-9.
    Introduction There is a paramount need for moral development for pharmacists and pharmacy students to practice the patient-centered profession. We aimed to explore the current situational judgment utilizing ethical reasoning among undergraduate pharmacy students. Methods A set of ten ethical dilemmas, representing potential real-life situations that the students come across in the university and may face in the future as a pharmacist were developed by a team of students, academic staff, and stakeholders. These ethical dilemmas were validated, checked for accuracy, (...)
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