Does the Type of Cheating Influence Undergraduate Students’ Perceptions of Cheating?

Molnar, Kathleen K.; Kletke, Marilyn G.

doi:10.1007/s10805-012-9164-5

Cited by 39 publications

(23 citation statements)

References 28 publications

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“…Counterintuitively, he found that novice students plagiarised less than those in their final year, suggesting that some students actually refined their methods of cheating as they progressed. Similarly, research by Molnar and Kletke (: 211) found that over time: ‘… students are more willing to cheat and increasingly less concerned about doing so’. However, they suggested that students perceived plagiarism in a different way to other types of cheating; that stealing a handbag was unacceptable, but stealing words was not viewed in the same way.…”

Section: Understanding the Ethical Environmentmentioning

confidence: 95%

“…To date, a tranche of research has examined academic misconduct from the point of view of the student (Malgwi & Rakovski, ; Smyth et al ., ; Comas‐Forgas & Sureda‐Negre, ). We have evidence for why students cheat (Malgwi & Rakovski, ), how they cheat (Comas‐Forgas & Sureda‐Negre, ), when they cheat (McCabe & Trevino, ; Walker, ), where they do it (McLafferty & Foust, ) and how they justify it (Molnar & Kletke, ). As the use of plagiarism detection software (such as Turnitin ) has become more widespread in HEIs, students know that they can no longer simply cut and paste information from the internet.…”

Section: Understanding the Ethical Environmentmentioning

confidence: 99%

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Examining the ethical environment in higher education

Richardson¹,

Healy

2019

British Educational Res J

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Higher Education Institutions (HEIs) across the world have found themselves faced with new challenges on issues of ethics. Much of this has been centred on issues of assessment: plagiarism, buying essays, sharing/lending of previously passed work and the stealing of marked/returned work of others. Institutions still treat academic misconduct as largely a behavioural difficulty rather than an issue of ethics (or education), suggesting that academia places a far greater emphasis on combating new forms of dishonesty than it does on encouraging ethical habits and a healthy ethical environment. To date, the majority of research in this area has examined these forms of academic misconduct from the point of view of the student and/or the university, with the perspective of academics receiving very limited attention. Our hypothesis is that academics are perhaps best placed to provide the education needed to create and sustain an ethical environment, and we argue that being ‘ethically aware’ is a critical factor in the development of academic competence for all parties. This study adds to existing research in three ways: firstly, by highlighting the importance of an overall framework for an ethical environment within HEIs; secondly, by suggesting an ecological model of key parties (the university, students and academics) with responsibility for this environment in assessment; and thirdly, by including new evidence (generated by a survey of academics) to extend our understanding of their views on these issues.

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Section: Understanding the Ethical Environmentmentioning

confidence: 95%

Section: Understanding the Ethical Environmentmentioning

confidence: 99%

Examining the ethical environment in higher education

Richardson¹,

Healy

2019

British Educational Res J

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show abstract

“…Yapılan araştırmalarda -kimi araştırmaların sonuçları farklı olmakla birlikte-erkeklerin daha çok kopya çektikleri ve kopya çekmeye yönelik eğilimlerinin kadınlara göre daha güçlü olduğu bulunmuştur (Keçeci ve diğ., 2011;Lin ve Wen, 2007;Molnar ve Kletke, 2012;Whitley ve diğ., 1999). Akademik başarı bakımından katılımcılar orta ve düşük düzeyde başarıya sahiptirler.…”

Section: Araştırma Bağlamı Ve Katılımcılarunclassified

“…Kopya çekme, akademik dürüstlük politikasına aykırı bir biçimde yapılan fikri mülkiyet ihlalidir (Molnar ve Kletke, 2012). Bir diğer tanıma göre kopya çekme, öğrencinin başarılı olma amacını gerçekleştirmek üzere sınav öncesi ve sınav sırasında yaptığı etik olmayan eylemler ile kendisine ya da bir başka öğrenciye menfaat sağlamasıdır (Özden ve Özdemir Özden, 2015).…”

Section: Introductionunclassified

“…Bu kapsamda, cinsiyet (Ahmadi, 2012;Keçeci, Bulduk, Oruç ve Çelik, 2011;Lin ve Wen, 2007;Molnar ve Kletke, 2012;Whitley, Nelson ve Jones, 1999), genel not ortalaması (Iyer ve Eastman, 2006;Olafson, Schraw, Nadelson, Nadelson ve Kehrwald, 2013), sınıf düzeyi/yaş (Finn ve Frone, 2004;Lupton, Chapman ve Weiss, 2000;Szabo ve Underwood, 2004) ve öğrenim görülen program (Akbulut, Uysal, Odabaşı ve Kuzu, 2008b;Eret ve Ok, 2011) değişkenlerinin kopya çekme davranışları ile ilişkisi incelenmiştir. Ancak bu değişkenlerle kopya çekme arasındaki ilişkiyi inceleyen araştırmaların sonuçlarının tutarlı olmadığı görülmektedir.…”

Section: Introductionunclassified

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I Did Cheating, Because… : A Phenomenological Study

Özden

Baştürk

Demir

2015

TOJQI

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ÖzBu araştırmanın amacı öğretmen adaylarının kopya çekme davranışlarının nedenlerini incelemektir. Araştırma olgubilim deseni kullanılarak gerçekleştirilmiş ve araştırmada betimsel olgubilim yaklaşımı benimsenmiştir. Araştırma katılımcılarını Türkiye'nin batısında yer alan bir devlet üniversitesinin eğitim fakültesi öğrencileri oluşturmaktadır. Araştırma AbstractThe aim of present study is to understand the reasons of pre-service teachers for academic cheating. The study used phenomenological design and descriptive phenomenological approach was adapted. The participants were selected by using homogenous sampling strategy and data were collected through in depth interviews from six volunteer pre-service teachers which are a woman and five men. In analysis of the research data, thematic analysis approach was utilized. As a result of the analysis, two themes were constructed to explain the reasons for cheating that are personal factors and environmental factors. The personal factors are comprised of personal characteristics, academic gains and insufficient self-perception. The environmental factors affecting cheating behaviors are instructor's attitudes and behaviors, exam-based evaluation system, the role of courses, peer effect, institutional features and family expectations.

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Upholding Academic Integrity in EAP

Şık Keser,

Razı

2024

Teaching English for Academic Purposes

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Does the Type of Cheating Influence Undergraduate Students’ Perceptions of Cheating?

Cited by 39 publications

References 28 publications

Examining the ethical environment in higher education

Examining the ethical environment in higher education

I Did Cheating, Because… : A Phenomenological Study

Upholding Academic Integrity in EAP

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