Why College Students Cheat: A Conceptual Model of Five Factors

Yu, Haiyang; Glanzer, Perry L.; Johnson, Byron R.; Sriram, Rishi; Moore, Brandon

doi:10.1353/rhe.2018.0025

Cited by 41 publications

(24 citation statements)

References 46 publications

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“…The intention to pursue knowledge is the degree to which one assumes that one should engage oneself in a specific method or process to obtain knowledge (Ajzen, 1991). According to Yu et al (2018), knowledge-seeking through informational text is requisite to attain a deep and empowering sense of self that can help define one's goals, sustain interest, and allow for self-determination. Sharma and Bock (2005) examined that behavior can influence people's intentions towards knowledge seeking.…”

Section: Knowledge-seeking Intentionmentioning

confidence: 99%

Moderating Impact of Supervisor Support on Knowledge Seeking Intention of International Students: A Conceptual Framework

Khuram¹,

Wang²,

Khalid³

2021

Proceedings of INTCESS 2021- 8th International Conference on Education and Education of Social Sciences

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The paper integrates the theory of planned behavior concepts, attitude, subjective norms, self-efficacy directly related to knowledge-seeking intention, and it further proposes the moderating role of the supportive supervisor in the relationship with attitude, subjective norms, self-efficacy directly related to the knowledgeseeking intention of international students within Chinese academic settings. The higher educational institution globally trying to attract the educational aspirants and offer a quality of education with a conducive environment to provide academic support that may increase their behavioral intention. Archival study in which references from books, journals, and other studies have been obtaining to develop propositions.

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Section: Knowledge-seeking Intentionmentioning

confidence: 99%

Moderating Impact of Supervisor Support on Knowledge Seeking Intention of International Students: A Conceptual Framework

Khuram¹,

Wang²,

Khalid³

2021

Proceedings of INTCESS 2021- 8th International Conference on Education and Education of Social Sciences

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“…The research on Plagiarism has identified several factors that contribute to Plagiarism and academic misconduct. hongwei 6 , et. al.…”

Section: Factors Of Plagiarismmentioning

confidence: 99%

Plagiarism and Academic Misconduct A Systematic Review

Awasthi

2019

DESIDOC Jl. Lib. Info. Technol.

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The present study focuses on previous studies conducted on plagiarism and academic misconduct during 2009- 2018. This study highlights earlier studies that dealt with the concepts of plagiarism and academic misconduct, factors of plagiarism, types of plagiarism, strategies to avoid plagiarism, anti-plagiarism software/ tools and need for anti-plagiarism software. The study is based on 408 sample records collected from the Scopus database. From the study, it is found that the abundance of literature is available on plagiarism and academic misconduct, which implies that the majority of users are aware of the concept of plagiarism and academic integrity. It is also found that in academics, a vigilant approach is required to tackle the problem related to plagiarism and other forms of academic misconduct and accordingly measures must be implemented to control them. The libraries play a very significant role in creating awareness among the users by organizing training programmes. This study is beneficial for the researchers in comprehending the concept and building up the research keeping in mind the repercussions of different forms of plagiarism and academic misconduct.

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“…This is inappropriate behavior whereby students act to gain an unfair academic advantage for themselves or for their friends in the academic community (Grira & Jaeck, 2019 ). Academic dishonesty prevents the development of positive values such as honesty, fairness and significant learning progress, and is connected to other negative behaviors, which have implications even beyond academia (Krou et al, 2020 ; Yu et al, 2018 ), such as in the work market in which inappropriately-skilled graduates may be employed (Barbaranelli et al, 2018 ; Bashir & Bala, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

“…The research literature describes a large number of behaviors connected with inappropriate academic behavior in the traditional, non on-line learning environment, including: helping a friend in the course of an exam, cooperating with peers in the course of an exam, use of prohibited materials in exams, use of friends' materials, allowing work to be copied, attaining solutions from friends who have already taken the exam, taking an exam for someone else, plagiarism (including materials copied without giving credit to the author, repetitive use of an assignment already submitted, work written by a third party and presented as the student's work or purchasing works – contract cheating), cooperation between friends to write works when there is no permission to do so and adding resources to the bibliography without using them (Denisova-Schmidt, 2017 ; Harper et al, 2020 ; Von Dran et al, 2001 ; Yu et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Two Sides of the Coin: Lack of Academic Integrity in Exams During the Corona Pandemic, Students' and Lecturers' Perceptions

Kohen-Vacs

Shapira²,

Dolev³

2021

J Acad Ethics

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The Covid-19 pandemic that entered our lives suddenly in 2020 compelled higher education systems throughout the world to transfer to online learning, including online evaluation. A severe problem of online evaluation is that it enables various technological possibilities that facilitate students' unethical behaviors. The research aimed to investigate these behaviors, as well as the reasons for their appearance, as practiced in exams held for the first time during the Covid-19 pandemic, and to elicit students' and lecturers' perceptions of students' academic dishonesty (AD) during this period. The sample included 81 students and 50 lecturers from several Israeli colleges and universities. The findings expand extant knowledge on academic dishonesty, identifying significant differences between the perceptions of students and lecturers concerning attitudes towards online exams and the reasons for dishonest behaviors. The findings among the students also indicate that younger students and Arab students tended to cheat more in online exams. Moreover, the findings indicated a lack of mutual trust between students and lecturers with regard to academic dishonesty, a deep distrust that will probably continue even after the Covid-19 crisis. This last finding should be a cause of concern for higher education policy-makers, affecting future policies for improving lecturer-student relations, especially during crises. Recommendations are proposed for addressing academic dishonesty in exams in general and during the pandemic in particular.

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Why College Students Cheat: A Conceptual Model of Five Factors

Cited by 41 publications

References 46 publications

Moderating Impact of Supervisor Support on Knowledge Seeking Intention of International Students: A Conceptual Framework

Moderating Impact of Supervisor Support on Knowledge Seeking Intention of International Students: A Conceptual Framework

Plagiarism and Academic Misconduct A Systematic Review

Two Sides of the Coin: Lack of Academic Integrity in Exams During the Corona Pandemic, Students' and Lecturers' Perceptions

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