Student Perceptions of Academic Dishonesty at a Cyber-University in South Korea

Accounting Students’ Academic Fraud: Empirical Evidence from Indonesia

“…This research result confirmed the previous study conducted by Becker et al, (2006) which found that pressure had a significant effect on academic frauds. In addition, this research also supported Costley's (2019) research who found that the main reason why students committed academic frauds was the pressure in the workload they had to assume. The many assignments and tests they had to finish and take rendered students unable to focus on one work and in turn led students to commit academic frauds.…”

“…Academic frauds emerge in many levels of education, including higher education institutions. Students commit frauds using numerous ways, including receiving answers from classmates who take tests at different times, cooperating during tests, and receiving leak of questions from their senior (Costley, 2019). Academic frauds include plagiarism or imitating other"s works, fabrication or falsifying information, facilitating or helping fellow students to commit fraud, and general wrongdoings (Burkey & Sanney, 2018).…”

“…It is believed that the existence of academic fraud is driven by certain factors, such as pressure, opportunity, rationalization and academic entitlement (Burke & Sanney, 2018;Costley, 2019;Abusafia et al, 2018;Krou et al, 2019;Stiles,et al,2017). Pressure, opportunity and rationalization are known as fraud triangle.…”

“…The pressure from within themselves to obtain good grades becomes the factor for students to commit academic fraud (Singh & Thambusamy, 2016;Peterson, 2019). Costley (2019) states that the main reason why students commit academic fraud is the pressure from the workload they have to assume. Meanwhile, Saana, et al (2016) finds that the main factor why students commit academic fraud is pressure to obtain high grades, high assignment and test loads, and the pressure to make their parents happy.…”

Using Socrative for Vocabulary Tests : Thai EFL Learner Acceptance and Perceived Risk of Cheating

“…One of the previous studies from Arnold (2016), who examined cheating in online formative tests, found similar results that student cheating was likely to happen, but it would not benefit students during proctored summative tests. Although it is not an acceptable behavior, Costley (2019) found that students considered academic dishonesty was part of their natural learning experience. Nonetheless, students should not be the only party to be blamed for cheating cases because there are students who are concerned with the possibilities of cheating and low degree of trust in online tests (Kocdar, Karadeniz, Peytcheva-Forsyth, & Stoeva, 2018).…”