The Effects of Instructor Fear Appeals and Moral Appeals on Cheating-Related Attitudes and Behavior of University Students

Spear, Jennifer; Miller, Ann Neville

doi:10.1080/10508422.2012.659603

Cited by 33 publications

(7 citation statements)

References 26 publications

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“…Sometimes, in fact, this phenomenon is viewed as an epidemic (see Haines, Diekhoff, LaBeff & Clark, ), a scourge (Moss, White & Lee, ), or an insidious problem (Williams & Williams, ). Reports from different countries indicate that academic dishonesty is a common problem at every stage of education (e.g., Akeley Spear & Miller, ; Bolin, ; Curasi, ; Evans, Craig & Mietzel, ; Lupton & Chaqman, ; McCabe, Treviño & Butterfield, ; Trost, ; Williams & Williams, ). Academic dishonesty is defined as any dishonest behavior aimed at achieving a positive outcome in education, for example in the form of a passed exam or an accepted homework (Miller, Murdock & Grotewiel, ).…”

Section: Introductionmentioning

confidence: 99%

Don't cheat, be happy. Self‐control, self‐beliefs, and satisfaction with life in academic honesty: A cross‐sectional study in Poland

Błachnio

2019

Scandinavian J Psychology

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Błachnio, A. (2019). Don't cheat, be happy. Self-control, self-beliefs, and satisfaction with life in academic honesty: A cross-sectional study in Poland. Scandinavian Journal of Psychology, 60, 261-266.Academic dishonesty is dishonest behavior at school or university which is supposed to result in a passed exam or in a positive grade. Academic dishonesty is a global problem, present at every stage of education. Since the consequences of this phenomenon may be serious, such as a low level of knowledge despite receiving a diploma from a school or university or carrying dishonest behaviors over into other domains of functioning, research into this phenomenon also seems to be of high significance. Cheating, plagiarism, and falsification are the forms of academic of dishonesty. The aim of this study was to establish how academic dishonesty is related to self-control, self-beliefs, and satisfaction with life. The sample consisted of 631 participants, to whom we administered the Academic Honesty Scale, the Brief Self-Control Scale, the Social Success Index, the Normalcy Feeling Scale, the Social Comparison Scale, and the Satisfaction With Life Scale. We found that academic dishonesty was linked with some of the variables. The results indicated that academic dishonesty and self-control were negatively related to academic cheating and that social comparison was positively related to plagiarism and falsification. It also turned out that women scored lower than men on academic dishonesty. Research findings on academic dishonesty have a number of important implications for education, particularly for psychologists, teachers, and sociologists.

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Section: Introductionmentioning

confidence: 99%

Don't cheat, be happy. Self‐control, self‐beliefs, and satisfaction with life in academic honesty: A cross‐sectional study in Poland

Błachnio

2019

Scandinavian J Psychology

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“…Importantly, cheating in laboratory settings has been recently associated with cheating in real‐life settings (Potters & Stoop, 2016) and with school misconduct (Cohn & Maréchal, 2018). Future studies could use an experimental design to corroborate the interaction between autonomy support and honesty in predicting cheating, as it has been done with other experiments on person‐situation interactions in previous work on cheating (Akeley Spear & Miller, 2012; Bing et al., 2012).…”

Section: Discussionmentioning

confidence: 99%

Investigating how autonomy‐supportive teaching moderates the relation between student honesty and premeditated cheating

Bureau

Gareau

Guay

et al. 2021

Brit J of Edu Psychol

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Background. Cheating at the post-secondary level is a skewed phenomenon. While personality and environmental factors are associated with cheating, few studies account for the zero inflation when predicting cheating behaviour.Aim. In this study, we explore a person-situation interaction hypothesis where teacher autonomy support (AS) could modify the relation between students' honesty trait and premeditated cheating.Sample. Participants were 710 college students and 31 teachers.Methods. Teacher and student reports of teacher AS were collected and students also completed self-reports of honesty and premeditated cheating.Results. Given that cheating had a zero-inflated negative binomial distribution, we can investigate two separate outcomes: likelihood of cheating and magnitude of cheating. Predictably, student honesty trait predicted lower likelihood and magnitude of cheating. AS, whether student-or teacher-reported, moderated the relation between honesty and likelihood of cheating. In low perceived AS teaching environments, student honesty was associated with cheating likelihood. However, there was no such relation in high perceived AS teaching environments.Conclusions. Students' honesty generally predicts lower cheating. However, the educational environment provided by the teacher influences the strength of this association. The less autonomy-supportive students perceive the educational environment, the more their personality is important in predicting the likelihood of cheating.

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“…Academic integrity violations are prevalent across the global higher education industry (Anderman & Won, 2019;Beasley, 2016;Chudzicka-Czupala et al, 2016;McCabe, 1993;Nelson et al, 2017). Over the last several decades, researchers have continuously sought to identify environmental and motivational factors that affect academically dishonest actions (Anderman & Won, 2019;Beasley, 2014Beasley, , 2016Bratton & Strittmatter, 2013;McCabe & Treviño, 1993, 1997Nelson et al, 2017;Pino & Smith, 2003;Popoola et al, 2017;Spear & Miller, 2012). It is paramount that campus recreational sport administrators continue to gain an understanding of the overall impact their programs have on student ethical behavior in order to help promote the holistic development of their participants.…”

Section: Literature Reviewmentioning

confidence: 99%

Campus Recreational Sports Participation and Academic Cheating: A Pilot Study

Beldon

2023

Recreational Sports Journal

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College student participation in extracurricular activities is recognized as a contributing factor to an increase in academic cheating behaviors. National Intramural and Recreational Sport Association (NIRSA)-sponsored sports emphasize that all participants demonstrate appropriate ethical behaviors (i.e., sportsmanship) throughout competition. This study explores the impact that participation in recreational sports programs in college has on the frequency of self-reported instances of academic cheating. Specifically, we assess whether participation in NIRSA-sponsored activities which focus on the development of ethical behaviors in sports (i.e., sportsmanship), translates into ethical behaviors in the classroom, as measured through self-reported instances of academic dishonesty. Results show that participation in NIRSA-sponsored programs is directly related to an increase in self-reported instances of academic cheating.

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The Effects of Instructor Fear Appeals and Moral Appeals on Cheating-Related Attitudes and Behavior of University Students

Cited by 33 publications

References 26 publications

Don't cheat, be happy. Self‐control, self‐beliefs, and satisfaction with life in academic honesty: A cross‐sectional study in Poland

Don't cheat, be happy. Self‐control, self‐beliefs, and satisfaction with life in academic honesty: A cross‐sectional study in Poland

Investigating how autonomy‐supportive teaching moderates the relation between student honesty and premeditated cheating

Campus Recreational Sports Participation and Academic Cheating: A Pilot Study

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