Anti-corruption education is important in curbing corruption behavior. However, there is limited evidence about what should be designed into the anti-corruption curriculum for young people. Hence, this study intends to make suggestions about the development of anticorruption education in Malaysia based on Theory of Social Representation. A survey to explore young people's lay representation toward corruption was carried out. 232 respondents between 18 to 33 years old (M=19.79, SD=2.65) participated in this crosssectional survey performed in Malays Language and translated into English for report purposes. The lay representation of the terms "corruption" was obtained using the free association and the rank-frequency technique. The result suggests five important considerations for the development of anti-corruption education: (1) educate people about the concept of corruption that includes not only money exchange; (2) continue to provide examples of integrity and legal practices in politics; (3) educate people about all types of corruption, (4) emphasize that corruption is not acceptable regardless of any situation or circumstances and ( 5) educate people about the effects of corruption. This suggestion could be used by the government, stakeholders, schools, and non-profit organizations who are interested in educating the public or creating anti-corruption awareness among young people in Malaysia.
Attitudes explain a wide range of behaviours including bribery. As the education environment plays a crucial role in communicating messages about what behaviour is acceptable, the ways we structure our school system could potentially influence how attitudes are shaped. In Malaysia, students attended different types of primary and secondary school (e.g. national and vernacular). Thus, this study aimed to explore the instrumental and experiential attitudes towards bribery of students attended four different types of primary and secondary schools. There were 198 Malaysian youths with an age range of 18 to 29 (M = 20.43) participated in this study. Instrumental and experiential attitudes towards bribery scales were used to measure both variables. Kruskal-Wallis test was used and the results indicated that there were no significant differences found between instrumental attitudes or experiential attitudes towards bribery among youths from four different types of schools selected in this study. However, some respondents claim that offering a small amount of money is more acceptable than offering a large amount of money. The implied that the acceptability of a dishonest act depends on its seriousness.
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