Attitudes and Behaviors of Academic Dishonesty and Cheating—Do Ethics Education and Ethics Training Affect Either Attitudes or Behaviors?

Simha, Aditya; Armstrong, J.; Albert, Joseph F.

doi:10.5840/jbee201297

Cited by 8 publications

(4 citation statements)

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“…A trapaça acadêmica (e.g., colar nos exames, colocar nomes em trabalhos de terceiros) se refere ao desenvolvimento de condutas desviantes realizadas para aquisição de ganhos de maneira ilícita (Freiburger, Romain, Randol, & Marcum, 2016), implicando a concordância das reais intenções de obter vantagens (Alleyne & Phillips, 2011;Simha, Armstrong, & Albert, 2012). Logo, sua delimitação envolve ações tidas como ilegais, antiéticas, imorais e infratoras de regras e regulamentos institucionais (Kumar & Devi, 2016).…”

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Escala de Autorrelato de Trapaça-Admissão: Evidências de Validade Fatorial e Precisão

Gouveia

Moura

Santos

et al. 2018

Rev. colomb. psicol.

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Excepto que se establezca de otra forma, el contenido de esta revista cuenta con una licencia Creative Commons "reconocimiento, no comercial y sin obras derivadas" Colombia 2.5, que puede consultarse en: http://creativecommons.org/licenses/by-nc-nd/2.5/co Cheating Admission Self Report Scale: Evidence of Factorial Validity and Precision AbstractThis study aimed to adapt the Cheating Admission Self Report Scale (CaSRS) to the Brazilian context and collect evidence on factorial validity and internal consistency. 441 students participated (m=16 years, 54.6% females), randomly divided in two groups. All responded to CaSRS and to demographic questions. The analysis of the main components demonstrated a bifactor structure, whose factors presented Cronbach's alphas (α) greater than .80 (g 1 ). This structure was corroborated by means of confirmatory factor analysis (for example, CFi =.87 and RMSEa =.08). The scale was shown to be psychometrically adequate and there was evidence of factorial validity and internal consistency; the scale can be used to measure plagiarism in the academic context.Keywords: admission, plagiarism, precision, validity. Escala de Autoinforme de Trampa-Admisión: Evidencias de Validez Factorial y PrecisiónResumen El estudio tuvo como fin adaptar al contexto brasileño la Escala de Autoinforme de Trampa-Admisión (EaT-a), reuniendo evidencias de su validez factorial y consistencia interna. Participaron 441 estudiantes (m=16 años, 54.6% del sexo femenino), divididos al azar en dos grupos. Todos respondieron a EaT-a y a preguntas demográficas. El análisis de componentes principales evidenció una estructura bifactorial, cuyos factores presentaron alfas de Cronbach (α) superiores a .80 (g 1 ). Esta estructura fue corroborada por medio de análisis factorial confirmatorio (por ejemplo, CFi=.87 y RMSEa=.08). Se concluyó que esta escala se mostró psicométricamente adecuada y reunió evidencias de validez factorial y consistencia interna, y puede utilizarse para mensurar plagio en contexto académico.Palabras clave: admisión, plagio, precisión, validez.

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Escala de Autorrelato de Trapaça-Admissão: Evidências de Validade Fatorial e Precisão

Gouveia

Moura

Santos

et al. 2018

Rev. colomb. psicol.

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“…Practitioners lament the negligible impact of business education on the ethics of graduates (Sigurjonsson, Arnardottir, Vaiman, & Rikhardsson, 2015). Empirical studies confirm that coursework does not improve students’ behavior (Simha et al, 2012; Waples et al, 2009; see also Medeiros et al, 2017)—and may even worsen it (Krishnan, 2008; see also Anteby, 2016; Hühn, 2014). We faculty members must do better.…”

Section: Resultsmentioning

confidence: 99%

“…Empirical research indicates that business ethics instruction has had negligible impact on behavior (Simha, Armstrong, & Albert, 2012;Waples, Antes, Murphy, Connelly, & Mumford, 2009; see also Medeiros et al, 2017). Course content in business ethics typically emphasizes enhancing students' capacity to apply deontological and utilitarian criteria to make appropriate ethical decisions (see D. F. Baker, 2014;S.…”

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confidence: 99%

AdaptingMussarto Develop Management Students’ Character

Comer

Schwartz

2019

Journal of Management Education

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Management educators have been advised to cultivate their students’ character. Yet they lack the instructional resources they need to do so. We were inspired by the principles and techniques of the Jewish spiritual practice of Mussar to put students on a personalized path of continuous character improvement. According to Mussar, everyone has some measure of a given character trait and needs to calibrate it to fill in a deficiency or tone down an excess. Although correcting character deficiencies and excesses requires a commitment of effort, we can, and should, become better versions of ourselves by applying that effort—that is, engaging in reflection, setting goals, monitoring our progress, and making adjustments—to move each of our character traits ever closer to its respective virtuous mean. We have designed materials to increase students’ awareness of character and its importance in organizations, give them a vocabulary of character traits, help them identify the character traits they would like to address, and provide them with a sustainable process for self-enhancement. In this article, we introduce these materials and provide evidence of their effectiveness.

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“…Klein, Levenburg, McKendall, & Mothersell (2007) also found that business school students tended to have more lax attitudes towards what constitutes cheating. Similarly, Simha, Armstrong, & Albert (2012) found that business students were more lax in their attitudes towards cheating than were leadership students, and business students cheated more than did their leadership counterparts.…”

Section: Would Prefer Even To Fail With Honor Than To Win By Cheating...mentioning

confidence: 93%

A Comprehensive Literature Review on Cheating

Simha

Cullen

2012

International Journal of Cyber Ethics in Education

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Attitudes and Behaviors of Academic Dishonesty and Cheating—Do Ethics Education and Ethics Training Affect Either Attitudes or Behaviors?

Cited by 8 publications

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Escala de Autorrelato de Trapaça-Admissão: Evidências de Validade Fatorial e Precisão

Escala de Autorrelato de Trapaça-Admissão: Evidências de Validade Fatorial e Precisão

AdaptingMussarto Develop Management Students’ Character

A Comprehensive Literature Review on Cheating

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