Predicting Academic Misconduct Intentions and Behavior Using the Theory of Planned Behavior and Personality

Stone, Thomas H.; Jawahar, I. M.; Kisamore, Jennifer L.

doi:10.1080/01973530903539895

Cited by 154 publications

(167 citation statements)

References 47 publications

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“…Subjective norm is defined as a student's perception that most people who become a reference for him to think that he or she should or should not perform certain behaviours [21]. Previous study from [11] find that subjective norm is a significant predictor of intention to commit academic dishonesty. Similar results were found by [14,15,16].…”

Section: Attitudementioning

confidence: 99%

“…A study from [11] find that behavioural control is perceived in a positive and significant effect on the intention to commit academic dishonesty. Several studies also find similar results that behavioural control affects the intention to commit academic dishonesty [14,15,16].…”

Section: Perceived Behaviour Controlmentioning

confidence: 99%

“…Research on academic dishonesty mostly undertaken in western educational setting e.g. [6,10,11]. Few studies, however, have been undertaken in emerging economies e.g.…”

Section: Introductionmentioning

confidence: 99%

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Why do Accounting Students at Higher Learning Institutions Conduct an Academic Dishonesty?

2017

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Abstract. Academic dishonesty is a serious educational problem. Moreover, the tendency to cheat at workplace appertain with the frequency of cheating in college. This study aims to empirically examine the influence of individual factors and situational factors to the intention of accounting students to conduct an academic dishonesty. This study uses survey as data collection technique by employing a set of a questionnaire. This result of this research finds that attitudes, subjective norms, and perceived behavioural control have positive and significant effects to the intention of the accounting students to commit an academic dishonesty. However, among three situational factors only pressure and definitional ambiguity that have a positive and significant effect to the intention of accounting students.

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Section: Attitudementioning

confidence: 99%

Section: Perceived Behaviour Controlmentioning

confidence: 99%

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Why do Accounting Students at Higher Learning Institutions Conduct an Academic Dishonesty?

2017

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“…Most models of ethical decision-making have found that individuals who judge an action to be highly ethical are more likely to form behavioural intention to perform that action (Ajzen, 1991;Hunt & Vitell, 1986). Forsyth and Nye's (1990) findings suggest that idealists are strongly concerned for the welfare of others, and hence they are likely to assess the possible damage unethical behaviour may cause to others, and to consider behaviour highly unethical if it has the potential to harm the entire organisation (Stone et al, 2010). Forsyth and Berger (1982) found that relativists believe that it is impossible to make accurate ethical judgments regarding the behaviour of others without knowing all the specific circumstances, and hence people are less likely to judge academic integrity harshly.…”

Section: Relationship Between Ethical Ideology and Theory Of Planned mentioning

confidence: 99%

“…As such, teaching approaches have been inadequate in dealing the moral development of undergraduates (Harding et al, 2007). Hence, the justification of this paper is to propose an understanding of the underlying reason academic dishonesty and to decide the most effective ways for controlling such behaviors with the application TPB, as it has shown remarkable ability to foresee and provide a principle for academic dishonesty (Ajzen, 1991;Passow et al, 2006;Stone et al, 2010).…”

mentioning

confidence: 99%

Ethical Decision Making in Academic Dishonesty with Application of Modified Theory of Planned Behavior: A Review

Meng¹,

Othman²,

Alby³

et al. 2014

IES

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This conceptual paper studies the application of the Theory of Planned Behavior (TBP) in academic dishonesty with the mediating variable of ethical ideologies. The study reviews literature on the Theory of Planned Behavior and past studies pertaining to academic dishonesty. The paper analyses the relationship of the variables of TPB on academic dishonesty with ethical ideologies. A conceptual research framework is presented; it provides insight into predicting and understanding how academic dishonesty can occur. The framework suggests that ethical ideology is significantly strengthened by the application of TPB in understanding and predicting how academic dishonesty occurs. Given that ethical ideology provides guidance in judging right and wrong, duty, obligation and moral responsibility, it is an appropriate tool for the researcher, who needs better understanding to diagnose the influences of ethical ideology on unethical behaviour.

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Exploring stakeholder perceptions and policy implications for strategic managment of large‐size classes: A systematic literature review

Molavi

2024

Review of Education

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Inevitably having large‐size classes creates a huge number of challenges but also benefits that motivate the higher education institutes to recruit large‐size student bodies. This paper aims to identify the focus of scholars in this field, how the concerns have been addressed as well as a pedagogic basis for large‐class management and delivery, then further to determine gaps in the existing literature of large‐size classes. Using PRISMA, this research systematically reviews 131 articles between 1976 and 2024 on an international basis. Building upon the findings of the systematic literature review (SLR), the study introduces the Input‐Process‐Output‐Outcome (IPOO) model of education. Then, the research discusses a range of strategies proposed in academic research to effectively address the challenges posed by large class sizes. These strategies include pedagogical approaches/strategies, perception and behaviour‐based means, technological tools/strategies, and perception‐driven digitised strategies. The article identifies research gaps in the existing literature, particularly regarding stakeholders' perceptions of large class sizes. It emphasises the need for further investigation into the diverse perspectives held by stakeholders regarding the pros and cons of large class environments. The findings underscore the importance of challenging negative and neutral perceptions of large class sizes. Additionally, the study highlights the role of marketing strategies in shaping perceptions of class size and suggests avenues for future research in education business. Finally, the results of the bibliometric analysis reveal specific geographical or disciplinary focuses. The study provides insights for policymakers on developing effective policies to manage large class sizes and suggests future research avenues in education business and policy. Context and implicationsRationale for this studyMotivated by the increasing prevalence of large class sizes in higher education institutions (HEIs) globally, driven by factors such as massification and marketisation. It aims to examine (dis)advantages associated with large classes while considering the diverse perspectives of stakeholders involved. Conducting a SLR and introducing the IPOO model, it aims to pinpoint gaps in managing large classes effectively.Why the new findings matterThe study addresses research gaps, particularly in understanding how perceptions shape educational practices. By highlighting the need to challenge negative perceptions, it emphasises their impact on outcomes and institutional strategies. Additionally, it identifies the role of marketing strategies in shaping perceptions and provides insights for education business.Implications for policy makers, stakeholders and the general publicThe study's implications span education sectors: practitioners can glean insights for managing large classes. Policymakers can utilise this research to inform the development of policies pertaining to class size regulations and resource allocation, ensuring that HEIs receive the necessary support to address challenges arising from large class sizes. Researchers are prompted to study perceptions surrounding class sizes. Funders can support research on class size perceptions, aiding evidence‐based decision making and resource distribution. Finally, the general public can benefit from increased awareness of the complexities surrounding class size dynamics, fostering a broader understanding of the challenges faced by educators and institutions in delivering quality education in large class settings.

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Predicting Academic Misconduct Intentions and Behavior Using the Theory of Planned Behavior and Personality

Cited by 154 publications

References 47 publications

Why do Accounting Students at Higher Learning Institutions Conduct an Academic Dishonesty?

Why do Accounting Students at Higher Learning Institutions Conduct an Academic Dishonesty?

Ethical Decision Making in Academic Dishonesty with Application of Modified Theory of Planned Behavior: A Review

Exploring stakeholder perceptions and policy implications for strategic managment of large‐size classes: A systematic literature review

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