Abstract

Using the classroom as the unit of analyses, the current article discusses the methodological issues surrounding the literature with regard to the study of academic misconduct. Arguing for a shift in research, the present empirical investigation assesses the relationship between students' perceptions of classroom environment and academic misconduct by utilizing valid and reliable multidimensional measures with established constructs. By utilizing the classroom as the unit of analysis, a better understanding of the unique variance in academic dishonesty across classes may be established in relation to variation in students' perceptions of teaching practices. One hundred twenty-eight classes participated in the current study, with 3,151 students completing the Students' Perceptions of Teacher Effectiveness survey and Academic Misconduct Survey. Although students' overall perceptions of teacher effectiveness were not related to the rate of academic misconduct across classes, results do suggest that the lower the difficulty and workload of the course is perceived as being, the more likely students report cheating on exams, taking credit for others' work, using false personal excuses, and creatively padding their work. Reasons for these relationships are explicated, and suggestions for future research are discussed