Academic cheating and time perspective: Cheaters live in the present instead of the future

Orosz, Gábor; Dombi, Edina; Tóth‐Király, István; Bőthe, Beáta; Jagodics, Balázs; Zimbardo, Philip G.

doi:10.1016/j.lindif.2016.10.007

Cited by 23 publications

(9 citation statements)

References 41 publications

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“…The domain of FTP on school and professional career is particularly relevant for adolescents as they have to make many important decisions and plans regarding their future education and career (Paixão & Silva, 2001). Studies have found that adolescents with higher levels of FTP involve less in maladaptive behaviours such as "facebook addiction" and academic cheating and more in adaptive school behaviours (Gomes Carvalho & Novo, 2015;Orosz et al, 2016;Przepiorka & Blachnio, 2016). Also, FTP on school and professional career has been found to influence adolescents' motivation for school (Schuitema et al, 2014), Consequently, in this study we focus on adolescents' FTP on school and professional career.…”

Section: Future Time Perspectivementioning

confidence: 99%

Adolescents' and parents' regulatory focus as determinants of future time perspective on school and professional career

Andre

Vianen

Peetsma

2017

Learning and Individual Differences

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Future time perspective (FTP)-individuals' orientation towards future goals and consideration of future consequences-is a successful motivator in education and work. This study is the first that integrates Regulatory focus (RF) theory with FTP theory to explore relationships between adolescents' RF, their perceptions of parents' RF, and their FTP on school and professional career. A total of N = 347 adolescents participated in the study. Structural equation analyses showed that adolescents' promotion RF was positively related to FTP on school and professional career, whereas adolescents' prevention RF was negatively related to their FTP. Adolescents' perceptions of parent regulatory foci were related to their own regulatory foci. Specifically, when adolescents perceived that their parents stimulate them to take on challenges, they were more promotion focused and contemplated more strongly on their future school and career. Implications for FTP and RF theory, and child development and education are discussed.

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Section: Future Time Perspectivementioning

confidence: 99%

Adolescents' and parents' regulatory focus as determinants of future time perspective on school and professional career

Andre

Vianen

Peetsma

2017

Learning and Individual Differences

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“…Despite its prevalence, relatively little research has examined individual-level risk factors for academic dishonesty. To date, researchers have identified present time perspective (Orosz et al, 2016), low self-esteem (David, 2015), narcissism (Brunell, Staats, Barden, & Hupp, 2011), and blame externalization (Callender, Olson, Kerr, & Sameroff, 2010; Stanculescu, 2013) as risk factors for cheating behavior. Low self-control (Callender et al, 2010) and higher levels of sensation seeking (Deandrea, Carpenter, Shulman, & Levine, 2009; Etter, Cramer, & Finn, 2006) have also been associated with cheating and attitudes toward academic dishonesty, although some results have been mixed (Martin, Rao, & Sloan, 2009).…”

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confidence: 99%

Biosocial Risk Factors for Academic Dishonesty: Testing a New Mediation Model in Young Adults

Portnoy

Legee

Raine

et al. 2018

Journal of Contemporary Criminal Justice

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Researchers increasingly recognize that biological risk factors contribute to the development of antisocial behavior. Although academic dishonesty is a pervasive problem, this type of antisocial behavior has not been investigated in biosocial research. This article addresses this limitation by examining the relationship between academic dishonesty and resting heart rate in a sample of undergraduates (N = 149, 65.69% female, M age = 19.62 years). Subjects completed self-report academic dishonesty questionnaires, and heart rate was measured during a resting period. Low resting heart rate was associated with more frequent and varied academic dishonesty in females, but not in males. Self-control and sensation seeking, but not fearlessness, mediated this relationship in females. To our knowledge, this is the first study to examine a biological risk factor for academic dishonesty. This is also the first study to examine self-control as a possible mediator of the resting heart rate-antisocial behavior relationship in adults. Findings suggest a potential pathway in young adults through which low resting heart rate may affect antisocial behavior.

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“…Our data were collected from students at only one university, potentially limiting generalizability as values and education could vary across school or region. However, we do not feel that the students at the participating university differ signi cantly from students at other universities, and further, research has shown that cheating is a problem in Europe (Fox & Meijer, 2008;Orosz et al, 2016) and Asia (Koul, Clariana, Jitgarun, & Songsriwittaya, 2009;Tsui & Ngo, 2016) as well. Additionally, data were collected in a cross-sectional manner to help ensure con dentiality.…”

Section: Limitations and Future Researchmentioning

confidence: 72%

The Impact of Personal Values and Justifications on Academic Cheating for Business vs. Non-Business Students

Parks-Leduc¹,

Guay²,

Mulligan³

2020

Preprint

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In this study we examine college cheating behaviors of business students compared to non-business students, and investigate possible antecedents to cheating in an effort to better understand why and when students cheat. We specifically examine power values; we find that they are positively related to academic cheating in our sample, and that choice of major (business or non-business) partially mediates the relationship between power values and cheating. We also consider the extent to which students are able to provide justifications for their cheating, and find that business students are more likely to justify (rationalize) their cheating behaviors. Finally, we update the literature in terms of the ways students cheat. We assess newer forms of academic cheating, as increased accessibility to information via the Internet and smartphones may have changed the ways (and ease with which) students cheat – a particularly relevant topic currently, as many classes have moved online during the COVID-19 pandemic. In our study, cheating was especially prevalent when taking quizzes or tests (or completing homework) online. We found that only 10% of participants reported never engaging in any of the cheating behaviors we examined.

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Academic cheating and time perspective: Cheaters live in the present instead of the future

Cited by 23 publications

References 41 publications

Adolescents' and parents' regulatory focus as determinants of future time perspective on school and professional career

Adolescents' and parents' regulatory focus as determinants of future time perspective on school and professional career

Biosocial Risk Factors for Academic Dishonesty: Testing a New Mediation Model in Young Adults

The Impact of Personal Values and Justifications on Academic Cheating for Business vs. Non-Business Students

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