University Students’ Perceptions of Academic Cheating: Triangulating Quantitative and Qualitative Findings

Wei, Tianlan; Chesnut, Steven R.; Barnard‐Brak, Lucy; Schmidt, Marcelo

doi:10.1007/s10805-014-9219-x

Cited by 30 publications

(13 citation statements)

References 13 publications

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“…Our findings regarding gender were consistent with common findings in the literature on gender and self‐reported AD (e.g. Sideridis, et al , ; Wei, Chesnut, et al , ), with females reporting lower pervasiveness of dishonest behaviors and considering these behaviors as less legitimate than males. Novel to the present study was the finding regarding gender and the EDI, with females experiencing a larger EDI compared to males.…”

Section: Discussionsupporting

confidence: 91%

“…While these findings are not conclusive (e.g. Wei, Chesnut, Barnard‐Brak, & Schmidt, ), they do indicate that gender plays a role in the pervasiveness and perception of self‐reported AD. The literature attributes gender differences in dishonesty to cultural reasons (Sideridis et al , ), distinct socialization processes (Whitley, Nelson, & Jones, ), differentiated learning goals or the method of self‐report (Newstead, Franklyn‐Stokes, & Armstead, ).…”

Section: Individual Differences and The Edimentioning

confidence: 83%

See 1 more Smart Citation

How is the ethical dissonance index affected by technology, academic dishonesty type and individual differences?

Sidi¹,

Blau²,

Eshet-Alkalai³

2019

Brit J Educational Tech

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Academic dishonesty has been growing in both digital and analog settings. The present study aimed to generalize the ethical dissonance index (EDI), which was established in a sample of Israeli school students as the gap between the pervasiveness of academic dishonesty and its perceived legitimacy. Furthermore, the study examined how technology, dishonesty type and individual differences affect these factors. The study employed a scenario‐based approach – an indirect strategy for deducing academic dishonest behaviors. Participants were 1055 school students from various grade levels, geographic locations and religious/ethnic sectors. Results regarding the role of technology revealed that, overall, digital academic dishonesty was less pervasive and deemed more legitimate compared to analog dishonesty. However, this relationship varied as a function of dishonesty type. Findings confirmed that students experienced some level of ethical dissonance, generalizing the EDI. Notably, individual differences did not affect the relationship between media, dishonesty type and the EDI.

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Section: Discussionsupporting

confidence: 91%

Section: Individual Differences and The Edimentioning

confidence: 83%

How is the ethical dissonance index affected by technology, academic dishonesty type and individual differences?

Sidi¹,

Blau²,

Eshet-Alkalai³

2019

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…It is thought that as the grade increases, the students become more aware of the sanctions for cheating behavior, problems of adaptation to the school and its environment highly solved, they become more sensitive about the ethical rules of their potential professions and, the risk is more difficult to take (Akdağ & Güneş, 2002). In a different study, it was implied that there was no significant difference between the attitudes of cheating in the exam according to gender and grade variables (Wei et al, 2014). In another study, it was stated that there was a meaningful relationship between grade and exam cheating behaviors.…”

Section: Conclusion and Recommendationsmentioning

confidence: 96%

Investigation of exam cheating attitudes of university students (Case of Kocaeli University)Investigation of exam cheating attitudes of university students (Case of Kocaeli University)

Keskin

Uzuner

2018

HumanSciences

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Exam cheating is one of the biggest problems of the educational system of many different countries, from past to present. This problem is still continuing in many branches of education today. The aim of this study was to determine the attitudes of the students of Kocaeli University towards exam cheating. 254 students studying at Kocaeli University voluntarily participated in the research. As a data collection tool, "Attractiveness Attitude Related to Exam Cheating" developed by Semerci (2003) was used. The attitudes of students of Kocaeli University on exam cheating were found to be moderate in the research (205,44±42,51). Although there was no statistically significant difference between the exam cheating attitude scores of university students according to gender, age group & department variables (p>0,05), there was a significant difference according to grade variables (p<0,05). This meaningful difference occurred from preparatory grades -2nd grades, 2nd grades -3rd grades and, 2nd grades -4th grades. Precautions for exam cheating can be increased so that more conscious and well-educated students can be graduated. The courses that will be successful by exam cheating behavior should be emphasized by the relevant faculty members to the student who may need them in professional business life. Disciplinary policies should be implemented to prevent students from exam cheating behavior.

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“…Cheating (crib sheets, copying off) Plagiarism 'Outsourcing' of homework Ghostwriting of term papers/theses Services, gifts, informal agreements, or payments in exchange for grades or preferential treatment Bowers (1964), Sivak (2006), Latova and Latov (2007), Callahan (2010), Denisova-Schmidt (2013), Wei et al (2014), Denisova-Schmidt (2015) Academic integrity (faculty)…”

Section: University Admissionsmentioning

confidence: 99%

On the development of students’ attitudes towards corruption and cheating in Russian universities

Denisova‐Schmidt

Huber

Leontyeva

2016

European Journal of Higher Education

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Based on empirical data from selected public universities in Khabarovsk, Russia, this paper compares first-and fifth-year students regarding their attitudes towards corruption in general and university corruption in particular. Even after making both groups of students comparable with respect to a range of socioeconomic characteristics by a matching approach, the results suggest that fifth-year students are more open to a range of informal and corrupt practices than first years. Our analysis therefore points to the possibility that the Russian higher education system might 'favour' compliance with corruption and informal practices, with potentially detrimental consequences for the Russian society as a whole. ARTICLE HISTORY

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University Students’ Perceptions of Academic Cheating: Triangulating Quantitative and Qualitative Findings

Cited by 30 publications

References 13 publications

How is the ethical dissonance index affected by technology, academic dishonesty type and individual differences?

How is the ethical dissonance index affected by technology, academic dishonesty type and individual differences?

Investigation of exam cheating attitudes of university students (Case of Kocaeli University)Investigation of exam cheating attitudes of university students (Case of Kocaeli University)

On the development of students’ attitudes towards corruption and cheating in Russian universities

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