How does ethics institutionalization reduce academic cheating?

Popoola, Ifeoluwa Tobi; Garner, Bart; Ammeter, Anthony P.; Krey, Nina; Ammeter, Danielle Beu; Schafer, Stuart E.

doi:10.1080/08832323.2016.1274710

Cited by 20 publications

(16 citation statements)

References 39 publications

(41 reference statements)

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“…Third: morality. Although the adoption of an Honor Code has been suggested as a key institutional factor to prevent academic cheating behavior (e.g., McCabe et al, 2012 ), an extensive literature has underlined that the mere existence of an explicit and formalized set of ethical conducts is not per se sufficient (e.g., Scanlan, 2006 ; Bing et al, 2012 ; O’Neill and Pfeiffer, 2012 ; Popoola et al, 2017 ). Indeed, academic research provides evidence about the need of considering key dimensions related to the individual moral domain, such as cognitive dissonance and attitude toward cheating (e.g., Storch and Storch, 2003 ), moral character ( Wray et al, 2016 ), moral identity ( Wowra, 2007b ), and neutralization techniques ( Curasi, 2013 ; Olafson et al, 2013 ).…”

Section: Introductionmentioning

confidence: 99%

Machiavellian Ways to Academic Cheating: A Mediational and Interactional Model

et al. 2018

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Academic cheating has become a pervasive practice from primary schools to university. This study aims at investigating this phenomenon through a nomological network which integrates different theoretical frameworks and models, such as trait and social-cognitive theories and models regarding the approaches to learning and contextual/normative environment. Results on a sample of more than 200 Italian university students show that the Amoral Manipulation facet of Machiavellianism, Academic Moral Disengagement, Deep Approach to Learning, and Normative Academic Cheating are significantly associated with Individual Academic Cheating. Moreover, results show a significant latent interaction effect between Normative Academic Cheating and Amoral Manipulation Machiavellianism: “amoral Machiavellians” students are more prone to resort to Academic Cheating in contexts where Academic Cheating is adopted as a practice by their peers, while this effect is not significant in contexts where Academic Cheating is not normative. Results also show that Academic Moral Disengagement and Deep Approach to learning partially mediate the relationship between Amoral Manipulation and Academic Cheating. Practical implications of these results are discussed.

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Section: Introductionmentioning

confidence: 99%

Machiavellian Ways to Academic Cheating: A Mediational and Interactional Model

et al. 2018

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“…There is also a significant mediating effect of the implicit institutionalization of ethics between the two variables and in order to curb cheating tendencies, there must be a shared value and ethics system, including an open communication in discussing ethical conflicts and dilemmas. Popoola et al (2017). Ethical climate has a mediating role on the relationship between leadership and team identification in Cheng and Wang (2015).…”

Section: Ethics and Ethical Considerationsmentioning

confidence: 99%

Moderated Mediation of Ethical Considerations between Individual Values and Values in the Actual Practice of the CPA Profession

Salcedo

2021

JGRCS

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CPA Baby Boomers, Generation X, Generation Y or Millennials and the latest addition, Generation Z, possess unique characteristics, workplace values and ethics. This study focused on how workplace values and ethical considerations directly and indirectly affect the values of CPAs. The participants are five hundred forty-one (n=541) Baby Boomers, Generation X, Generation Y and Generation Z Filipino professional accountants among four different sectors namely the academe or education, commerce & industry, government and public practice. A partial least square-structural equation modeling (PLS-SEM) including mediation and moderation analysis were used to determine the direct and indirect effects. Using Schwartz motivational values, the study revealed that there is a positive and significant relationship between self-transcendence (benevolence and universalism) and openness to change (self-direction and stimulation) as workplace values to the values of practicing CPAs. There is a negative but significant relationship between workplace values of conservation (tradition and security) and self-enhancement values (power and achievement) with the CPA values. Also, workplace values significantly affect ethical considerations, while ethical considerations (or strict adherence to CPA’s code of ethics) significantly influence the CPA values while in practice. Lastly, the moderation analysis further revealed that workforce generation has moderating effect on the relationship between conservation values and the actual practice values. Ethical considerations have no mediating effect on the significant positive relationship between individual values and values in practice (benevolence and universalism), while workforce generations have moderating effect in the conservation values of CPAs

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“…In the work of Popoola et al, (2017), the structural equations model in the R programming language was developed and validated to investigate the effect of explicit and implicit strategies of formalizing ethics for decreasing academic cheating by students. Researchers discovered "a significant mediating effect of implicit ethics institutionalization on the relationship between explicit ethics institutionalization and educational cheating among business students" (p. 29).…”

Section: Empirical Studiesmentioning

confidence: 99%

Developing a Model for the Evaluation of Iranian EFL Teachers’ Awareness of the Code of Ethics in Research

Samadi

Motallebzadeh

Ashraf

et al. 2020

JLE

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Conducting educational research is not an arbitrary practice. When implementing educational research, teachers, as researchers, need to adhere to ethical rules and norms. Thus, developing an instrument for evaluating English as foreign language (EFL) teachers’ awareness of the code of ethics in research can guide Iranian ELT professionals to work towards setting standards in the assessment of Iranian EFL teachers’ professional development and may assure consistency in EFL teachers’ quality assurance. The principal determination of the present study was to develop a scale to evaluate EFL teachers’ awareness of the code of ethics for conducting research in Iran. This work’s theoretical framework is based on the most influential ethical issues and elements in research in Samadi, Motallebzadeh, Ashraf, and Khajavy’s (2020) study. To this end, 272 Iranian EFL teachers (chosen using convenience sampling) participated in the analysis to fill out the scale in the piloting stage. The scale consisted of five main categories: (F1) Before the beginning of the research, (F2) the Beginning of the research, (F3) Gathering the data, (F4), Analyzing the data, and (F5) Writing, reporting, sharing, and storing the data. The first draft of the scale consisted of 60 items. As part of the validation procedure, the reliability of this scale was determined through Cronbach’s alpha, and its validity was measured by running a confirmatory factor analysis (CFA) through a structural equation modeling approach. After performing the CFA, it was found that the questionnaire had high construct validity. Finally, the statistical findings were presented, and the implications of the ELT domain were given. The findings provide empirical evidence that provides a framework for assessing and evaluating EFL teachers’ awareness of the code of ethics in research.

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How does ethics institutionalization reduce academic cheating?

Cited by 20 publications

References 39 publications

Machiavellian Ways to Academic Cheating: A Mediational and Interactional Model

Machiavellian Ways to Academic Cheating: A Mediational and Interactional Model

Moderated Mediation of Ethical Considerations between Individual Values and Values in the Actual Practice of the CPA Profession

Developing a Model for the Evaluation of Iranian EFL Teachers’ Awareness of the Code of Ethics in Research

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