The Effects of Peer Influence, Honor Codes, and Personality Traits on Cheating Behavior in a University Setting

Malesky, Alvin; Grist, Cathy L.; Poovey, Kendall; Dennis, Nicole

doi:10.1080/10508422.2020.1869006

Cited by 34 publications

(35 citation statements)

References 23 publications

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“…More specifically, the latter refers to different misbehaviors comprehending fraudulent conduct, plagiarizing, and cheating [34], all of which pose practical problems to both learners and instructors [35]. Academic dishonesty represents a complex issue [36]. On the one hand, cheating undergraduates obtain credentials on skills that they have not truly developed.…”

Section: Academic Dishonestymentioning

confidence: 99%

“…Whereas, on the other hand, this leads to professional incompetence, which at times has life-threatening consequences, as, for instance, in medical practice. Furthermore, incessant unethical behavior has a detrimental impact on professional performance, thus eroding people's confidence in institutions [36]. The foregoing poses a severe objection to the true extent of learning and the sustainability of ensuing professional life [37].…”

Section: Academic Dishonestymentioning

confidence: 99%

“…In this context, the Five-Factor Model has been extensively employed to assess the impact of personality traits on academic dishonesty [31,32]. More concretely, studies have shown that personality determines cheating behavior due to its impact on individuals' beliefs about themselves and others, their attitude towards learning and studying, and their goal attainment approach [36].…”

Section: Personality Traits and Academic Dishonestymentioning

confidence: 99%

“…More concretely, this trait has an almost insignificant relationship with academic dishonesty [53,54] and is a highly trustworthy predictor of academic integrity. Individuals scoring high on it are typically reflective of ideas and their consequences [36]. Studies on the Conscientiousness trait have provided evidence that conscientious students are often academically well prepared, and hence, exhibit a low cheating proclivity.…”

Section: Personality Traits and Academic Dishonestymentioning

confidence: 99%

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No Anxious Student Is Left Behind: Statistics Anxiety, Personality Traits, and Academic Dishonesty—Lessons from COVID-19

Steinberger¹,

Eshet

Grinautsky

2021

Sustainability

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Scholarly studies have revealed that exposure to statistics courses affect students’ anxiety levels and that this has been associated with unethical misconduct. Thus, the present research’s main objective is to comprehend the mediating role Statistics Anxiety plays on the relationship comprising students’ personality traits and academic dishonesty as manifesting before and during the COVID-19 pandemic. Its aim is to understand this phenomenon and provide theoretical tools for fostering sustainably personalized distance learning and instruction. Data were collected from students studying for a bachelor’s degree in the social sciences at three different Israeli colleges. The sample comprises 316 participants and data were analyzed using Structural Equation Modelling (SEM). The results show a significant mediation manifested by an indirect effect between personality traits and academic dishonesty via statistics anxiety only in emergency remote teaching, although no parallel significant mediation was observed in the face-to-face course. These results could be explained by differences in delivery methods. Thus, we recommend that in the emergency remote teaching environment instructors’ presence include: (1) supportive, emphatic interaction to reduce virtual distance and (2) Social Emotional Learning (SEL) strategies, which foster students’ learning challenges and prevent anxiety and academic dishonesty.

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Section: Academic Dishonestymentioning

confidence: 99%

Section: Academic Dishonestymentioning

confidence: 99%

Section: Personality Traits and Academic Dishonestymentioning

confidence: 99%

Section: Personality Traits and Academic Dishonestymentioning

confidence: 99%

See 2 more Smart Citations

No Anxious Student Is Left Behind: Statistics Anxiety, Personality Traits, and Academic Dishonesty—Lessons from COVID-19

Steinberger¹,

Eshet

Grinautsky

2021

Sustainability

View full text Add to dashboard Cite

show abstract

“…Other factors also contribute to the use of dishonest strategies. For example, under such social norms, where their use is considered acceptable [21]; in collectivist cultures, where there is a greater tolerance for dishonest strategies and moral attitudes towards mutual assistance are widespread [3].…”

mentioning

confidence: 99%

Prerequisites for Accepting the Digital Educational Environment in New Cultural and Historical Conditions

Radchikova

Odintsova

Сорокова

2021

Cultural-Historical Psychology

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According to cultural historical activity theory motivation, adaptability, study-related experience (“perezhivanie”), and moral codes may be considered as prerequisites for Digital educational environment (DEE) acceptance. To measure the attitudes towards DEE a Scale for Assessing University Digital Edu¬cational Environment was used (AUDEE Scale by M. Sorokova, M. Odintsova, and N. Radchikova). Aca¬demic motivation was evaluated by “Academic Motivation Scales” Questionnaire (by T. Gordeeva, O. Sy¬chev, and E. Osin). Study-related experiences were measured by Activity-Related Experiences Assessment technique (AREA) developed by D. Leontiev and his colleagues. Moral behavior was evaluated with the help of Moral Disengagement Questionnaire (MD-24) adapted by Y. Ledovaya and her colleagues. Stu¬dents’ adaptability was accessed by a questionnaire developed by T. Dubovitskaya and A. Krylova. 406 stu¬dents of Moscow State University of Psychology and Education took part in the investigation (90,1% fe¬male). The average age was 28,7±9,6 years (median = 24 years) varying from 19 to 72 years. The results showed that it is possible to distinguish two groups based on the results of AUDEE scale: Acceptance group and Resistance group. Acceptance group has higher scores in almost all motivation indicators, study-related experiences of pleasure and meaning, adaptability to educational activities, and lower scores in five out of seven moral disengagement strategies. Statistical analysis (classification trees) showed that motiva¬tion (both external and internal) and study-related experience are key resources for the DEE acceptance.

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The Role of Values in Academic Cheating at University Online

Vlasenko¹,

Shirokanova

2022

Communications in Computer and Information Science

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The Effects of Peer Influence, Honor Codes, and Personality Traits on Cheating Behavior in a University Setting

Cited by 34 publications

References 23 publications

No Anxious Student Is Left Behind: Statistics Anxiety, Personality Traits, and Academic Dishonesty—Lessons from COVID-19

No Anxious Student Is Left Behind: Statistics Anxiety, Personality Traits, and Academic Dishonesty—Lessons from COVID-19

Prerequisites for Accepting the Digital Educational Environment in New Cultural and Historical Conditions

The Role of Values in Academic Cheating at University Online

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