The Influence of Ethics Instruction, Religiosity, and Intelligence on Cheating Behavior

Abstract

This study examines the influence of ethics instruction, religiosity, and intelligence on cheating behavior. A sample of 230 upper level, undergraduate business students had the opportunity to increase their chances of winning money in an experimental situation by falsely reporting their task performance. In general, the results indicate that students who attended worship services more frequently were less likely to cheat than those who attended worship services less frequently, but that students who had taken a course in business ethics were no less likely to cheat than students who had not taken such a course. However, the results do indicate that the extent to which taking a business ethics course influenced cheating behavior was moderated by the religiosity and intelligence of the individual student. In particular, while students who were highly religious were unlikely to cheat whether or not they had taken a business ethics course, students who were not highly religious demonstrated less cheating if they had taken a business ethics course. In addition, the extent of cheating among highly intelligent students was significantly reduced if such students had taken a course in business ethics. Likewise, individuals who were highly intelligent displayed significantly less cheating if they were also highly religious. The implications of these findings are discussed.

Is Students’ Religiosity Moderating Word of Mouth in Islamic Private Higher Education?

“…Bloodgood [42] indicates that the higher religiosity student decreases their cheating behavior. La Barbera et al [43] suggested that higher religiosity consumers looked quantity and luxury products purchased did not make them satisfied.…”

Ethical perceptions of accounting students in a Portuguese university: the influence of individual factors and personal traits

“…Bloodgood, Turnley, and Mudrack (2008) examined the influence of ethics instruction, religiosity, and intelligence as these relate to cheating. Their findings suggested that students who were not highly religious demonstrated less cheating if they had taken a business ethics course.…”

Does Bad Company Corrupt Good Morals? Social Bonding and Academic Cheating among French and Chinese Teens

“…In the literature, researchers have examined various variables (Kish-Gephart et al 2010) related to cheating, such as, demographic variables-age, gender, and grade (Crown and Spiller 1998;Elias 2009;Klein et al 2007;Smith et al 2004), personality variables-Machiavellianism, religiosity (Chen and Tang 2013;Bloodgood et al 2008, 2010, Tang and Tang 2010, self-esteem (Tang and Zuo 1997), moral judgment (Bernardi et al 2004;West et al 2004), love of money Tang 2014;Tang and Chiu 2003;Tang and Liu 2012;Tang and Sutarso 2013), and achievement goals or motivations (Weiss et al 1993). Others have studied social and environmental contexts-classroom climate and personality of teachers (Murdock et al 2001), perceived prevalence of peers' cheating (Andrews et al 2007), or moral support of the family (Park al.…”