Situational Ethics and College Student Cheating

LaBeff, Emily E.; Clark, Robert E.; Haines, Valerie J.; Diekhoff, George M.

doi:10.1111/j.1475-682x.1990.tb00138.x

Cited by 96 publications

(62 citation statements)

References 13 publications

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“…Students in this study used neutralizations to justify or rationalize their cheating. The findings in this study are consistent with the existing literature about academic dishonesty and neutralization (LaBeff et al, 1990;Storch et al, 2002). However, the results suggest that the conceptualization and application of neutralization theory applied here have limits.…”

Section: Discussionsupporting

confidence: 83%

Influence of Neutralization Attitude in Academic Dishonesty among Undergraduates

Meng¹,

Othman²,

Alby

et al. 2014

IES

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Previous literature had proposed that individuals tend to use neutralization to motivate their decisions to engage in deviant behaviours. This indicated that even though students have strong motivations not to cheat may do so anyway after employing neutralizing strategies. Hence, this study attempted to examine the role of neutralization in influencing students' attitude towards academic dishonesty. Students tend to use neutralization technique in order to free themselves from feeling guilty in engaging academic dishonesty. Besides that, it also attempted to study the reasons behind college student academic cheating behaviours. This study employed 620 randomly selected students from six different academic institutions. Results supported that students who engaged in academic dishonesty differ significantly from those who did not engage in this deviant behaviour with respect to their tendency to neutralize cheating. Results showed that cheating and neutralization were positively correlated among students. Through the findings, it showed that the use of neutralization techniques explained why students acknowledged that cheating is wrong but still chose to do it anyway.

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Section: Discussionsupporting

confidence: 83%

Influence of Neutralization Attitude in Academic Dishonesty among Undergraduates

Meng¹,

Othman²,

Alby

et al. 2014

IES

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“…researchers have typically divided reasons for cheating into three categories-psychological [36][37][38][39], demographic [40], and situational [3,39,41]. Of these three, research indicates that psychological factors appear to play the most important role in student cheating.…”

Section: B Why Do Students Cheat?mentioning

confidence: 99%

Engineering Students' Perceptions of and Attitudes Towards Cheating

Carpenter

Harding

Finelli

et al. 2006

J of Engineering Edu

130

100

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Academic dishonesty has become a serious problem at institutions of higher learning. This is particularly true in engineering where, according to previous research, engineering undergraduates are among the most likely to cheat in college. To investigate this concern, the authors embarked on a research project whose goal was to develop a better understanding of what students and faculty perceive as cheating and to use this knowledge to help instructors and institutions increase the level of academic integrity among students. The primary instrument for this project was a seven-page survey that was administered to 643 engineering and pre-engineering undergraduates at eleven institutions, ranging from community colleges to large research universities. This manuscript provides an overview of the descriptive data from the PACES-1 Survey organized around the following questions: what is student cheating and how often does it occur; why do students cheat; and what methods can be used to reduce or stop cheating?

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“…There is an inverse relationship between the perceived frequency of cheating and seriousness of cheating behaviors meaning that the more serious the behavior is perceived to be, the less students report performing that behavior (Franklyn-Stokes & Newstead, 1995 Cheating attitudes have been reported to be related to learners' achievement, indicating that students with higher average have more negative attitudes towards cheating and cheat less than students with lower average (Hrabak et al, 2004). Students with favorable attitudes towards cheating have been found to cheat more than those with unfavorable attitudes (Diekhoff et al, 1996;LaBeff et al, 1990;McCabe, 1992). When students perceive cheating as not being so serious they engage in cheating more frequently (McLaughlin & Ross, 1989;Tom & Borin, 1988) because they are not worried about the consequences of cheating and being caught (Ahmadi, 2012).…”

Section: Introductionmentioning

confidence: 99%

English Learning Achievement and EFL Learners’ Cheating Attitudes and Cheating Behaviors

Rahimi¹,

Goli²

2016

IES

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The aim of the current study was investigating the role of achievement in learning English as a foreign language in EFL learners' cheating attitudes and cheating behaviors. Eight hundred junior high-school students were selected based on random cluster sampling and participated in the study. Their attitudes towards academic dishonesty and their cheating behaviors in language classes were examined by two questionnaires. The result of data analysis revealed significant correlations between achievement in learning English and cheating attitudes and behaviors. Further, the result of regression revealed that achievement in learning English had weak power to predict cheating attitudes (.7%). However, the power of achievement in learning English to predict cheating behaviors of language learners in language classes was five times stronger (3.5%).

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Situational Ethics and College Student Cheating

Cited by 96 publications

References 13 publications

Influence of Neutralization Attitude in Academic Dishonesty among Undergraduates

Influence of Neutralization Attitude in Academic Dishonesty among Undergraduates

Engineering Students' Perceptions of and Attitudes Towards Cheating

English Learning Achievement and EFL Learners’ Cheating Attitudes and Cheating Behaviors

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