Attitudes toward "Cheating" Behaviors in the ESL Classroom

Kuehn, Phyllis; Stanwyck, Douglas J.; Holland, Clarence L.

doi:10.2307/3586911

Cited by 15 publications

(10 citation statements)

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“…Our revised model also includes a predictive path between one's citizenship status (U.S. or non-U.S.) and moral obligation. Such a finding may point to cultural differences in perceptions about an individual's duty to avoid cheating between these groups of students (Hall and Kuh, 1998;Kuehn, Stanwyck & Holland, 1990;Magnus, Polterovich, Danilov & Savvateev, 2002). The tendency of non-U.S. citizens to report less moral obligation to avoid cheating may also be related to a sense of alienation at college.…”

Section: Discussionmentioning

confidence: 99%

An Exploratory Investigation of the Ethical Behavior of Engineering Undergraduates

Harding

Ph.D.

Finelli

2012

J of Engineering Edu

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BACKGROUNDRecent national reports have indicated the need for an increased emphasis on the ethical development of engineering undergraduates. Despite this call for increased focus on ethical development, little is known about how engineering students make ethical decisions or how these decisions are related to personal differences and environmental influences. PURPOSE (HYPOTHESIS)This is an exploratory investigation to determine which demographic, academic, moral reasoning, and decision-making variables are predictive of the extent of test cheating among engineering undergraduates. Rather than beginning with a particular hypothesis, the study investigates predictive relationships between the variables described above and self-reported rates of test cheating among engineering undergraduates. DESIGN/METHODThree hundred and eighty eight engineering undergraduates from three Midwestern U.S. institutions completed a survey based on a modified version of the theory of planned behavior as a conceptual framework. The three institutions are of different Carnegie classifications, sizes, missions, and institutional cultures. RESULTSResults indicate that our proposed model of ethical decision-making was successful in predicting the behavioral outcome with regard to college test cheating and there were observed significant differences in the level of cheating between institutions. However, institution as a variable was not a predictive of behavior. CONCLUSIONSThe effect of institution on cheating was mitigated through other measured variables including past high school cheating, involvement in Pan-Hellenic groups, moral obligation, and perceived behavioral control. It is these underlying predictive variables that need to be addressed when engineering educators and student affairs staff consider the issue of unethical undergraduate behavior.

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Section: Discussionmentioning

confidence: 99%

An Exploratory Investigation of the Ethical Behavior of Engineering Undergraduates

Harding

Ph.D.

Finelli

2012

J of Engineering Edu

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“…Researchers have found little or no correlation between cheating and ethnicity [4,43] or cheating and religious beliefs [4,44], and the correlation between cheating and gender [39,45] has yielded mixed results. However, other demographic factors such as grade point average (GPA), age, and participation in organizations (such as fraternities and athletic teams) have been shown to be related.…”

Section: B Why Do Students Cheat?mentioning

confidence: 99%

Engineering Students' Perceptions of and Attitudes Towards Cheating

Carpenter

Harding

Finelli

et al. 2006

J of Engineering Edu

130

100

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Academic dishonesty has become a serious problem at institutions of higher learning. This is particularly true in engineering where, according to previous research, engineering undergraduates are among the most likely to cheat in college. To investigate this concern, the authors embarked on a research project whose goal was to develop a better understanding of what students and faculty perceive as cheating and to use this knowledge to help instructors and institutions increase the level of academic integrity among students. The primary instrument for this project was a seven-page survey that was administered to 643 engineering and pre-engineering undergraduates at eleven institutions, ranging from community colleges to large research universities. This manuscript provides an overview of the descriptive data from the PACES-1 Survey organized around the following questions: what is student cheating and how often does it occur; why do students cheat; and what methods can be used to reduce or stop cheating?

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“…Such a requirement may even require a semester or year-long freshman seminar. Although its importance has been mentioned for students who speak English as a second language or international students (Kuehn, Stanwyck, and Holland, 1990), it seems imperative for all incoming students whose K-12 educational experience may have differed dramatically from what is expected in university or college. Brown and Howell (2001), for example, found that warning students of the hazards of "cheating" makes no imprint on their beliefs, whereas an educative statement about the norms and expectations for academic work does increase students' perceptions of the seriousness of behaviors that undermine the teaching and learning environment.…”

Section: Enhance Student Socialization Into the Academymentioning

confidence: 99%

“…Studies have found that not only do American faculty and students have differing conceptions of honest academic work among and between themselves but also that students and faculty from different countries may have differing conceptions from those predominantly held in America (Barnett and Dalton, 1981;Bowden, 1996;Eisenberg, 2004;Howard, 1995;Introna, Hayes, Blair, and Wood, 2003;Kuehn, Stanwyck, and Holland, 1990;McLeod, 1992;Park, 2003;Stanwyck and Abdelal, 1984).…”

Section: Diversitymentioning

confidence: 99%

2008

ASHE Higher Education Report

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Moral Panic: The Contemporary Context of Academic Integrity Fears of a Cheating Culture Time for a New Approach The Context for a New Approach Interpreting Misconduct Research A Note on Definitions Delineating Forms of Academic Misconduct Summary Revisiting the Past: The Historical Context of Academic Integrity The Antebellum Period: 1760–1860 The Research University: 1860–1945 Mass Education: 1945–1975 The Contemporary University: 1975 to the Present Lessons Learned Contemporary Organizational Strategies: Stopping Student Cheating A Comparison of the Strategies Rule Compliance Strategy Integrity Strategy Summary Dimensions of the Issue: Toward a Robust Explanation The Four Dimensions Internal Dimension: Student Character Organizational Dimension: Peer Norms and Classroom Dynamics Institutional Dimension: Academic Systems Societal Dimension: Broader Societal Forces The Four Dimensions and Contemporary Organizational Strategies Summary Twenty‐First Century Forces Shaping Academic Integrity Technology Institutional Constraints Academic Capitalism Diversity Summary Strains on the Teaching and Learning Environment On the Faculty‐Student Relationship On the Role of Faculty On the Learning Process On Evolving Ideas of Teaching and Learning On the Development of Students Summary A New Approach to Academic Integrity: The Teaching and Learning Strategy Defining the Teaching and Learning Strategy Assessment and the Teaching and Learning Strategy Accreditation and the Teaching and Learning Strategy Structures and Policies in the Teaching and Learning Strategy Summary Recommendations for Practice and Research Recommendations for Practice Recommendations for Research Summary References Name Index Subject Index About the Author

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Attitudes toward "Cheating" Behaviors in the ESL Classroom

Cited by 15 publications

References 0 publications

An Exploratory Investigation of the Ethical Behavior of Engineering Undergraduates

An Exploratory Investigation of the Ethical Behavior of Engineering Undergraduates

Engineering Students' Perceptions of and Attitudes Towards Cheating

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