Predictors of Academic Dishonesty among undergraduate students in online and face-to-face courses

Peled, Yehuda; Eshet, Yovav; Barczyk, Casimir; Grinautski, Keren

doi:10.1016/j.compedu.2018.05.012

Cited by 97 publications

(94 citation statements)

References 53 publications

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“…For example, Lanier (2006) analyzed 1,234 self-reported cheaters in traditional and online courses and found that males are more likely to cheat online and that older students, married students, graduate students and students with a higher GPA are less likely to self-report cheating in their online courses. Similarly, Miller and Young-Jones (2012), Kidwell and Kent (2008), and Peled et al (2019) found that older students are less likely to cheat but in www.ejel.org 480 ©ACPIL contrast to Lanier (2006), these authors observed no significant difference in cheating levels based on gender.…”

Section: The Individual Factors That Contribute To Cheating Behaviorsmentioning

confidence: 92%

“…Interestingly, and in contrast to most studies, Watson and Sottile (2010) surveyed 635 online and face-to-face undergraduate and graduate students and found that more females (37.8 percent) self-report cheating in online courses compared to males (20.8 percent). Finally, Peled et al (2019) also analyzed the relationship between cheating, personality traits, and motivation and found that conscientiousness, agreeableness, intrinsic and external motivation and emotional stability are all predictors of lower levels of academic dishonesty online. Additionally, the authors noted that "online courses are not a predominant factor in the prediction of misbehavior.…”

Section: The Individual Factors That Contribute To Cheating Behaviorsmentioning

confidence: 99%

“…Since online students do not interact with each other as much as face-to-face students do, this may explain why they reported less of these types of cheating behaviors. Peled et al (2019) used survey responses from 841 U.S. students and 1,634 Israli students in both online and face-to-face courses to assess their personality and willingness to engage in academic misconduct. The findings www.ejel.org 485 ISSN 1479-4403 indicated that in both countries, dishonest behaviors are greater in face-to-face courses than in online courses.…”

Section: Stubermentioning

confidence: 99%

See 2 more Smart Citations

Examining Online Cheating in Higher Education Using Traditional Classroom Cheating as a Guide

Adzima¹

2021

ECEL

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Academic dishonesty in higher education is a perverse problem affecting institutions of learning in many countries across the globe. More alarmingly, numerous studies have pointed to increasing rates of cheating and plagiarism over the past few decades offering a wide array of explanations and theories for this trend. A relatively new feature of both higher education and the discussion of academic dishonesty involves the growing market for online education. Within the last decade, online education has become a permanent fixture increasing its reach in education markets throughout the world. The trend of online education is seen as bringing with it a new set of opportunities and challenges related to academic dishonesty. With high rates of cheating already a well‑documented problem in the traditional (face‑to‑face) learning environment, it is important to analyze how online education factors into this scenario. The goal of this paper is to provide the reader with a critical analysis of the current literature on academic dishonesty in online education and to propose areas for future research where gaps in the literature exist.

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Section: The Individual Factors That Contribute To Cheating Behaviorsmentioning

confidence: 92%

Section: The Individual Factors That Contribute To Cheating Behaviorsmentioning

confidence: 99%

Section: Stubermentioning

confidence: 99%

See 1 more Smart Citation

Examining Online Cheating in Higher Education Using Traditional Classroom Cheating as a Guide

Adzima¹

2021

ECEL

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“…As for students’ motives for studying, cheating has been found to be positively associated with controlled motives, such as studying to get a well-paid job (Murdock et al, 2001; Davy et al, 2007), to gain social approval (Pulfrey and Butera, 2013), or to earn a material incentive (Anderman et al, 1998). In contrast, autonomous forms of study motivation have been shown to relate negatively to cheating (Schraw et al, 2007; Vansteenkiste et al, 2009; Orosz et al, 2013; Peled et al, 2019).…”

Section: Introductionmentioning

confidence: 95%

Under Pressure to Achieve? The Impact of Type and Style of Task Instructions on Student Cheating

2019

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Combining principles of Achievement Goal Theory, which maintains that performance goals play a key role in individuals’ likelihood of cheating, and Self-Determination Theory, which highlights the importance of autonomy support and autonomous motivation underlying achievement goals, we examined whether the combination of experimentally inducing a mastery-approach (relative to performance-approach) goal with an autonomy-supportive manner (instead of controlling) may attenuate cheating. In two experiments carried out with university students, one classroom based ( N = 164) and one laboratory ( N = 160), we manipulated the type of induced goal (performance- vs. mastery-approach) and style of introducing the goal (i.e., controlling vs. autonomy-supportive) by taking also into consideration participants’ values. We hypothesized that the least behaviorally observed cheating would occur in a context promoting mastery-approach goals in an autonomy-supportive way and among individuals low in self-enhancement value adherence. The dependent variables in both studies consisted of two set of exercises, both including questions that could only be solved by cheating. Results of Poisson regression analyses revealed that in both studies the least cheating in the first set of exercises occurred in the autonomy-supportive/mastery-approach condition, indicating that this induced goal complex has the greatest potential to restrain academic dishonesty in the short-term. Interaction effects with self-enhancement value adherence revealed that the cheating inhibitory effects of this induced goal complex was less effective for those who value power and achievement.

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“…Исследованию проблемы академического мошенничества студентов посвящено значительное число работ, в них изучается масштаб данного явления [12][13][14][15], а также факторы, связанные с его распространенностью [1, [16][17][18]. При этом авторы многих работ фокусируются не только на изучении актуального состояния этой проблемы, но и на мерах борьбы с ней.…”

Section: масштабы и факторы академического мошенничества и меры по ихunclassified

Russian University Policies on Students` Academic Dishonesty: Punishment or Ethical Training

Дремова¹

2020

UMPA

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Students’ dishonest behavior is one of the most significant problems of higher education all over the world. Therefore, researchers and university administrators attempt to develop corresponding prevention measures. The measures can be aimed at either punishing students or engaging them in ethically sustainable academic practices, the second type becoming more and more popular in universities abroad. In this paper, discourse analysis is used to explore university policies and public statements of the rectors of Russian universities participating in the 5–100 project. The analysis helps to understand what kinds of discourses, argumentation and ways of their linguistic representation are used by Russian universities to represent their position towards students’ academic dishonesty and to influence students’ behavior. This paper might be of use for university administrators and managers, as well as for those who professionally investigate students’ academic dishonesty, to analyze and reform strategies for students’ dishonesty prevention.

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Predictors of Academic Dishonesty among undergraduate students in online and face-to-face courses

Cited by 97 publications

References 53 publications

Examining Online Cheating in Higher Education Using Traditional Classroom Cheating as a Guide

Examining Online Cheating in Higher Education Using Traditional Classroom Cheating as a Guide

Under Pressure to Achieve? The Impact of Type and Style of Task Instructions on Student Cheating

Russian University Policies on Students` Academic Dishonesty: Punishment or Ethical Training

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