A Study of Unethical Academic Behavior in High School and College

Academic cheating: The contribution of sex, personality, and situational variables.

“…Previous reports of greater academic cheating by males (Bowers, 1964;Roskens & Dizney, 1966) may be largely measure dependent since no differences were found in the present behavioral study. Similarly, no relation was found between cheating and intelligence when risk of detection (i.e., visibility) was low.…”

Academic Major, Gender, Personal Values, And Reactions To An Ethical Dilemma

“…Both Hasseldine and Hite (2003) and Baldry (1987) found that men were more likely to evade taxes than were women. Many other studies have supported the findings that women may be more ethical than men (Barnett and Karson, 1987;Hetherington and Feldman, 1964;Jones and Gautschi, 1988;Kelley et al, 1990;Miesing andPreble, 1985 andRoskens andDizney, 1966). However, there are also studies that have found males to react more ethically than females (Gable and Topol, 1988;Hunt and Chonko, 1984;Jacobsen et al, 1970 andLane andSchaupp, 1989).…”

A Contrast of Ethical Attitudes and Practices between Aviation Students at Schools With and Without an Ethics Course for Pilots

“…Gender: Unlike age, there are contradictory findings in past studies about gender. Most early researchers concluded that females cheat less than male students (Hetherington and Feldmen, 1964;Roskens and Dizney, 1966). McCabe and Travino reported in their 1997 study that male students cheat more than female students, however, the claim was made that contradicting reports were due to unique circumstances on individual campuses and therefore were driven by other factors (McCabe and Travino, 1997).…”

“…Grade Point Average: Studies have been quite consistent when measuring academic dishonesty using grade point average or academic achievement as the independent variable (Hetherington and Feldmen, 1964;Roskens and Dizney, 1966;Baird, 1980;Lipson and McGavern, 1993;McCabe and Travino, 1997;and Vandehey, Diekhoff, and LaBeff, 2007). Leming presented a theoretical rationale for this phenomenon, claiming that students with a lower grade point average have less to lose and more to gain and therefore they tend to undertake the extra risks (Leming, 1980).…”