Students’ perceptions and evaluations of plagiarism: Effects of text and context

Waltzer, Talia; Dahl, Audun

doi:10.1080/03057240.2020.1787961

Cited by 24 publications

(43 citation statements)

References 46 publications

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“…The present research tests predictions of a new model of situational decision‐making about student cheating (Waltzer & Dahl, 2022). Building on Social Domain Theory (Nucci, 2001; Smetana, 2017; Turiel, 2015), this model proposes that three psychological factors guide students' acts of cheating: (1) the perception of whether an act constitutes cheating, (2) the evaluation of whether cheating is acceptable in a given situation, and (3) the decision of whether to act in accordance with one's evaluation (Waltzer & Dahl, 2021, 2022). These three factors all play a role in a student's decision to cheat or not to cheat.…”

Section: Academic Cheating: a Common And Consequential Issue In Adole...mentioning

confidence: 99%

“…This model incorporates both the unique academic and social pressures of adolescence and recent advances in research on moral development. The model is situated in the sense that it treats views about cheating and other moral issues as responsive to situational features and hence as varying systematically from one situation to another (Dahl et al., 2018; Gingo et al., 2017; Wainryb, 1991; Waltzer & Dahl, 2021). Thus, it is crucial to study students' perceptions, judgments, and decisions about cheating in the specific situations in which cheating happens.…”

Section: Academic Cheating: a Common And Consequential Issue In Adole...mentioning

confidence: 99%

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Student and Teacher Views on Cheating in High School: Perceptions, Evaluations, and Decisions

Waltzer

DeBernardi

Dahl

2022

J of Research on Adolesc

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Why do so many adolescents cheat despite judging that cheating is wrong? Two studies tested a new model of cheating in high school. In Study 1, 85 high schoolers in the Western U.S. reported their perceptions, evaluations, and motivations surrounding their own and hypothetical cheating. In Study 2, 83 teachers reported their views about cheating; we also analyzed course syllabi. About half of the adolescents reported unintentional cheating, and many judged their own cheating—but not hypothetical cheating—as acceptable. Decisions to cheat were responses to competing pressures, low value placed on the assignment, and other considerations. Study 2 revealed teacher‐student disagreements about cheating, and minimal content about academic integrity in syllabi. The findings supported the proposed model of adolescent cheating.

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Section: Academic Cheating: a Common And Consequential Issue In Adole...mentioning

confidence: 99%

Section: Academic Cheating: a Common And Consequential Issue In Adole...mentioning

confidence: 99%

Student and Teacher Views on Cheating in High School: Perceptions, Evaluations, and Decisions

Waltzer

DeBernardi

Dahl

2022

J of Research on Adolesc

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“…The choice to focus on collective cheating in educational contexts was motivated by the extent of the literature and theoretical bases in the field of individual academic cheating (e.g., Murdock & Anderman, 2006). Moreover, most people have been students and most of the students have cheated at least once (McCabe & Trevino, 1997;Waltzer & Dahl, 2021). This is the main reason for choosing to interview ordinary people: Anyone can potentially have a memory of academic collective cheating.…”

Section: The Present Studymentioning

confidence: 99%

The chronology of collective cheating: a qualitative study of collective dishonesty in academic contexts

Zanetti

Butera

2022

Curr Psychol

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Collective cheating can have serious consequences in professional and educational settings. Existing data show that collective cheating is common and that individuals cheat more when they are in groups, highlighting the existence of some collective organisation in the endeavour. However, little is known about the emergence of this behaviour and the group processing involved. Drawing on qualitative data from 20 semi-structured interviews and a thematic analysis, the present study explored collective cheating in academic contexts. Seven themes emerged that retrace the chronology of collective cheating from its beginning to its impact on the group: reasons, birth and organisation of collective cheating, risk management, concealment strategies, justifications and social impact. Participants emphasised the extrinsic benefits, the interdependence of members and the importance of existing social norms, as well as the positive valence of this kind of dishonesty. In participants' recalls, cheating together means cooperating, showing solidarity, helping and supporting each other.

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“…However, prior studies have extensively focused on examining academic dishonesty in the forms of academic cheating and plagiarisms (Balbuena and Lamela, 2015; Chirumamilla et al. , 2020; Waltzer and Dahl, 2021; Zhao et al. , 2022).…”

Section: Introductionmentioning

confidence: 99%

“…Consequently, criticisms have been levied on universities to curb the surging of this unethical conduct in ensuring the quality of graduates remains at an acceptable level. However, prior studies have extensively focused on examining academic dishonesty in the forms of academic cheating and plagiarisms (Balbuena and Lamela, 2015;Chirumamilla et al, 2020;Waltzer and Dahl, 2021;Zhao et al, 2022). There is a lack of evidence in the literature on the use of fraudulent excuses, despite the fact that this behaviour is considered to be part of academic dishonesty (Marques et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Intention to deceive: undergraduates' perception of fraudulent excuse-making

Kassim

Sallem

2022

IJEM

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PurposeIssues on fraudulent excuses have become a common phenomenon at higher educational institutions. Although these misbehaviours can unfavourably impact the quality of graduates, nonetheless, these issues have been largely ignored as the focus of academic debates is placed more on other academic dishonest behaviours such as cheating in exams and plagiarisms. Therefore, the aim of this paper is to examine undergraduates' perception of fraudulent excuse-making and to offer a fruitful academic discussion on this deceitful behaviour that has been a somewhat undesirable culture in tertiary educational settings.Design/methodology/approachAn online self-administered questionnaire survey was conducted to 346 undergraduates at a Malaysian public university.FindingsThe results suggest that, while the number is low, fraudulent excuses are indeed being mobilised by undergraduate students in their attempt to avoid academic responsibility. The influence of demographic profiles on fraudulent excuse-making is also evident.Originality/valueA scarcity of studies on fraudulent excuses has contributed to a lack of understanding of the pertinent reasons and causes leading to the engagement of these misbehaviours. The paper hopes to shed some light that can be beneficial to the relevant managerial authorities within the university in any policy changes in an attempt to curb this problematic behaviour from continuously affecting the inner quality of graduates.

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Students’ perceptions and evaluations of plagiarism: Effects of text and context

Cited by 24 publications

References 46 publications

Student and Teacher Views on Cheating in High School: Perceptions, Evaluations, and Decisions

Student and Teacher Views on Cheating in High School: Perceptions, Evaluations, and Decisions

The chronology of collective cheating: a qualitative study of collective dishonesty in academic contexts

Intention to deceive: undergraduates' perception of fraudulent excuse-making

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