“…There is also evidence showing that women cheat more than men in temptation situations (Jacobson, Berger & Millham, ). In other studies, however, no gender differences were observed (Muñoz‐García & Aviles‐Herrera, ).…”
Section: Introductionmentioning
confidence: 68%
“…An extension of the theory of crime (Jones & Quisenberry, ) suggests that criminal behaviors and other risky behaviors are similar in nature and characterized by a strong desire to perform a given activity as well as by negative consequences; it can therefore be expected that these negative consequences may reduce satisfaction. In a previous study life satisfaction was found to be negatively associated with academic dishonesty in secondary school students (Muñoz‐García & Aviles‐Herrera, ), which led us to formulate the following hypothesis:H3: Academic dishonesty is related to low satisfaction with life.…”
Section: Introductionmentioning
confidence: 97%
“…Learning orientation and academic self‐efficacy correlated with academic dishonesty too (Marsden, Marsden, Carroll, Carroll, Neill & Neill, ). Academic dishonesty has also been found to be linked with psychological well‐being and satisfaction with life and learning (Muñoz‐García & Aviles‐Herrera, ). Personality traits that are related to academic dishonesty tend to be causes rather than effects of such behaviors (Moss et al ., ).…”
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.
“…There is also evidence showing that women cheat more than men in temptation situations (Jacobson, Berger & Millham, ). In other studies, however, no gender differences were observed (Muñoz‐García & Aviles‐Herrera, ).…”
Section: Introductionmentioning
confidence: 68%
“…An extension of the theory of crime (Jones & Quisenberry, ) suggests that criminal behaviors and other risky behaviors are similar in nature and characterized by a strong desire to perform a given activity as well as by negative consequences; it can therefore be expected that these negative consequences may reduce satisfaction. In a previous study life satisfaction was found to be negatively associated with academic dishonesty in secondary school students (Muñoz‐García & Aviles‐Herrera, ), which led us to formulate the following hypothesis:H3: Academic dishonesty is related to low satisfaction with life.…”
Section: Introductionmentioning
confidence: 97%
“…Learning orientation and academic self‐efficacy correlated with academic dishonesty too (Marsden, Marsden, Carroll, Carroll, Neill & Neill, ). Academic dishonesty has also been found to be linked with psychological well‐being and satisfaction with life and learning (Muñoz‐García & Aviles‐Herrera, ). Personality traits that are related to academic dishonesty tend to be causes rather than effects of such behaviors (Moss et al ., ).…”
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.
“…The goals of learning put forth by Ministry of education in Ethiopia or elsewhere are in jeopardy because what students learn is finally measured by different assessment techniques. Cheating is one of the main factors which leads to faulty assessment and hence renders a false message on evaluation of students [1-3]. …”
BackgroundCheating on examinations in academic institutions is a worldwide issue. When cheating occurs in medical schools, it has serious consequences for human life, social values, and the economy. This study was conducted to determine the prevalence of cheating and identify factors that influence cheating among students of Hawassa University College of medicine and health science.MethodsA cross sectional study was conducted from May through June 2013. A pre-tested self-administered, structured questionnaire was used to collect self-reported data regarding cheating. Data were entered and analyzed using SPSS version 20. Descriptive statistics were used for data summarization and presentation. Degree of association was measured by Chi Square test, with significance level set at p = 0.05. Bivariate and multivariate logistic regression analyses were used to assess associations.ResultsThe prevalence of self-reported cheating was found to be 19.8% (95% CI = 17.4-21.9). About 12.1% (95% CI = 10.2-13.9) of students disclosed cheating on the entrance examination. The majority of students (80.1% (95% CI = 77.9-82.3) disclosed that they would not report cheating to invigilators even if they had witnessed cheating. Analysis by multiple regression models showed that students who cheated in high school were more likely to cheat (adjusted OR = 1. 80, 95% CI = 1. 01–3.19) and that cheating was less likely among students who didn’t cheat on entrance examinations (adjusted OR = 0. 25, 95% CI = 0. 14–0.45). Dining outside the university cafeteria and receiving pocket money of Birr 300 or more were strongly associated with cheating (adjusted OR = 3.08, 95% CI = 1.54-6.16 and adjusted OR = 1.69 (95% CI = 1.05-2.72), respectively. The odds of cheating among students were significantly higher for those who went to private high school, were substance users, and didn’t attend lectures than for those who attended government schools, were not substance abusers, and attended lectures.ConclusionOur findings have important implications for development of an institution’s policies on academic integrity. By extension, they affect the policies of high schools. Increased levels of supervision during entrance examination, mandated attendance at lectures, and reduction of substance use are likely to reduce cheating. No significant association was found with background, level of parental education, grade point average, and interest in field of study.
“…For Outside help (Iyer and Eastman, 2008;Ledesma, 2011), Prior cheating (Ellahi et al, 2013, which refers to tendency of dishonest academic acts existing before actual time of commencement of examination such as writing expected answers on table/hand/wall etc or interchange allotted seat to get better grades. Falsification (Akbutal et al, 2008;International Journal of Instruction, April 2018• Vol.11, No.2 Jurdi et al, 2011Munoz-Garcia & Aviles-Herrera, 2014;Rawwas & Isakon, 2000). Last factor lying about Academic assignments was used by (Kaur, 2014).…”
The purpose of the study was to develop a scale measuring academic dishonesty of undergraduate students. The sample of the study constitutes nine hundred undergraduate students selected via random sampling technique. After receiving expert's opinions for the face and content validity of the scale, the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were applied. EFA favored a six factor structure viz: cheating in examination; plagiarism; outside help; prior cheating; falsification and lying about academic assignments. Moreover, the findings obtained from the CFA showed that the structure consisting of 23 items and the six factors associated to academic dishonesty scale (ADS) had adequate consistency indices. The internal consistency indices, alpha coefficient (α=.831) is adequate for the academic dishonesty scale (ADS). Results from the study confirmed multidimensionality and robust psychometric properties of academic dishonesty scale.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
