Application of the Theory of Planned Behavior in Academic Cheating Research–Cross-Cultural Comparison

Chudzicka‐Czupała, Agata; Grabowski, Damian; Mello, Abby L.; Kuntz, Joana; Zaharia, Daniela Victoria; Hapon, Nadiya; Łupina-Wegener, Anna; Börü, Deniz

doi:10.1080/10508422.2015.1112745

Cited by 59 publications

(33 citation statements)

References 53 publications

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“…However, we argue that our measures of attitude towards whistleblowing, subjective norm, and perceived behavioral control have face validity in that the survey items being used in this study reasonably capture what each whistleblowing belief intends to measure and reflect the unique nature of whistleblowing in the context of the U.S. federal government (e.g., considering external referents in shaping the focal individual's subjective norm). Moreover, our approach is consistent with several whistleblowing studies that have used parsimonious measures of whistleblowing beliefs instead of multiplicative ones (Chang et al, 2017;Cho & Song, 2015;Chudzicka-Czupała et al, 2016;Ferdous et al, 2014;Latan et al, 2018;Rustiarini & Sunarsih, 2017).…”

Section: Variablessupporting

confidence: 82%

A Psychological Process of Bureaucratic Whistleblowing: Applying the Theory of Planned Behavior

Lee

Kang

Kim

2021

The American Review of Public Administration

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Whistleblowing is a psychological process that involves the calculation of risks and benefits. While there exists a broad range of research on whistleblowing in the public sector, previous studies have not examined its entire process due to the limited focus on either whistleblowing intention or whistleblowing behavior. This study aims to fill this gap by applying the theory of planned behavior (TPB) to the whistleblowing context. Specifically, we examine how individual beliefs about the likely consequences of whistleblowing (attitude toward whistleblowing), others’ expectations about whistleblowing (subjective norm), and the capability of blowing the whistle (perceived behavioral control) influence public employees’ actual whistleblowing by way of their intention to report wrongdoings. A series of structural equation models are tested using data from the 2010 Merit Principles Survey. The findings show that the more the employees perceive that the consequences of whistleblowing are important, the more the key referents support whistleblowing, and the more the protections for whistleblowers are available, the more likely are their intentions to disclose wrongdoings and then actually engage in whistleblowing behavior. We conduct additional analyses for internal and external whistleblowers separately and find that there are both meaningful similarities and differences between the two groups. This study provides support for the validity of TPB as a theoretical framework for better understanding and explicating the psychological process of bureaucratic whistleblowing.

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Section: Variablessupporting

confidence: 82%

A Psychological Process of Bureaucratic Whistleblowing: Applying the Theory of Planned Behavior

Lee

Kang

Kim

2021

The American Review of Public Administration

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“…The theory of planned behavior (TPB) proposed by Ajzen (1980) provides a plausible explanation 51. This theory has been widely used to explain a variety of maladaptive habits and related interventions 52–54. TPB states that an individual’s behaviors are closely associated with behavioral intention and three predictors (attitude, perceived behavioral control, and subjective norm).…”

Section: Subjective Norm Intention and Mp Dependencymentioning

confidence: 99%

<p>The Effect of Parental Phubbing on Teenager’s Mobile Phone Dependency Behaviors: The Mediation Role of Subjective Norm and Dependency Intention</p>

Liu¹,

Wang²,

Gu³

et al. 2019

PRBM

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PurposeThe aims of this study were to examine (a) the effects of parental phubbing on teenagers’ mobile phone dependency and (b) the mediating roles of subjective norm and dependent intention of underlying this relationship.MethodsWe recruited 605 middle school students in Beijing, China and they completed the parental phubbing behaviors, subjective norm, dependency intention, and mobile phone dependency behavior questionnaires.ResultsThe results of the structure equation modeling revealed that parental phubbing behaviors significantly increased teenager’s mobile phone dependency behaviors in two indirect ways. First, parental phubbing reinforced teenagers’ mobile phone dependency intention, which in turn increased the likelihood of mobile phone dependency. Second, parental phubbing enhanced the tendency of parental mobile phone dependence norm perceived by teenagers, and thus reinforced their mobile phone dependency intention, ultimately increasing mobile phone dependency.ConclusionWe concluded that parental phubbing is a significant indicator of teenager mobile phone dependency and that mobile phone dependency intention plays a mediation role between them. In addition, the perceived parental mobile phone dependency norm played a mediation role between parental phubbing and mobile phone dependency intention and indirectly influenced the level of mobile phone dependency behaviors through the mediation effect of mobile phone dependency intention.

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“…The institutional anomie theory referring to cultural values to explain cross‐national differences in crime rates has also been used for that purpose (Muftić, ). Other theories that have been applied in explaining intention to cheat include the theory of reasoned action and the theory of planned behavior (Chudzicka‐Czupała, Grabowski, Mello et al ., ; Kam, Hue & Cheung, ). The theory of planned behavior links a person's beliefs and behaviors.…”

Section: Introductionmentioning

confidence: 99%

Don't cheat, be happy. Self‐control, self‐beliefs, and satisfaction with life in academic honesty: A cross‐sectional study in Poland

Błachnio

2019

Scandinavian J Psychology

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Błachnio, A. (2019). Don't cheat, be happy. Self-control, self-beliefs, and satisfaction with life in academic honesty: A cross-sectional study in Poland. Scandinavian Journal of Psychology, 60, 261-266.Academic dishonesty is dishonest behavior at school or university which is supposed to result in a passed exam or in a positive grade. Academic dishonesty is a global problem, present at every stage of education. Since the consequences of this phenomenon may be serious, such as a low level of knowledge despite receiving a diploma from a school or university or carrying dishonest behaviors over into other domains of functioning, research into this phenomenon also seems to be of high significance. Cheating, plagiarism, and falsification are the forms of academic of dishonesty. The aim of this study was to establish how academic dishonesty is related to self-control, self-beliefs, and satisfaction with life. The sample consisted of 631 participants, to whom we administered the Academic Honesty Scale, the Brief Self-Control Scale, the Social Success Index, the Normalcy Feeling Scale, the Social Comparison Scale, and the Satisfaction With Life Scale. We found that academic dishonesty was linked with some of the variables. The results indicated that academic dishonesty and self-control were negatively related to academic cheating and that social comparison was positively related to plagiarism and falsification. It also turned out that women scored lower than men on academic dishonesty. Research findings on academic dishonesty have a number of important implications for education, particularly for psychologists, teachers, and sociologists.

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Application of the Theory of Planned Behavior in Academic Cheating Research–Cross-Cultural Comparison

Cited by 59 publications

References 53 publications

A Psychological Process of Bureaucratic Whistleblowing: Applying the Theory of Planned Behavior

A Psychological Process of Bureaucratic Whistleblowing: Applying the Theory of Planned Behavior

<p>The Effect of Parental Phubbing on Teenager’s Mobile Phone Dependency Behaviors: The Mediation Role of Subjective Norm and Dependency Intention</p>

Don't cheat, be happy. Self‐control, self‐beliefs, and satisfaction with life in academic honesty: A cross‐sectional study in Poland

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