College Students’ Perceptions of and Responses to Cheating at Traditional, Modified, and Non-Honor System Institutions

Schwartz, Beth M.; Tatum, Holly E.; Hageman, Megan C.

doi:10.1080/10508422.2013.814538

Cited by 32 publications

(19 citation statements)

References 23 publications

(35 reference statements)

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“…According to Hamlin's review of a number of schools' AI programs, nearly all incorporated websites and handbooks to help educate students about AI and implications of policy violations. Also, fairly common among the schools studied were honor codes, which have been shown to positively influence student attitudes toward AI (Schwartz, Tatum, & Hageman, 2013). Two schools used interactive educational websites to communicate expectations and policies to students in a more engaging manner.…”

Section: Academic-integrity-related Studiesmentioning

confidence: 99%

“…More recent studies (Aasheim, Rutner, Li, Williams, 2012;Schwartz et al, 2013;Yoon, 2011) address academic dishonesty. Some focus on a comparison of institutions with and without honor systems (e.g., Schwartz et al, 2013).…”

Section: Academic-integrity-related Studiesmentioning

confidence: 99%

“…Some focus on a comparison of institutions with and without honor systems (e.g., Schwartz et al, 2013). Aasheim et al (2012) presented an examination of student attitudes toward AI behaviors.…”

Section: Academic-integrity-related Studiesmentioning

confidence: 99%

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Changing the Academic Integrity Climate on Campus Using a Technology-Based Intervention

et al. 2016

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This article focuses on the use of a technology-based intervention to change academic integrity (AI) knowledge and attitudes. Using a sample of more than 5,000 freshman students drawn from two major midwestern universities in the United States over a 3-year period, an online intervention was used to determine whether AI knowledge and attitudes could be changed. Based the results of this study, AI knowledge and attitudes can be improved using an online intervention. These results contribute to a better understanding of the AI climate on campus and suggest that technology-based interventions can be used to enhance knowledge and change attitudes toward AI on campus.Students are faced with new levels of freedom upon entering college, pressures to perform, expectations of peers, confusion about policies, and hopefully a desire to learn. In this complex landscape of new experiences and competing priorities, what influences students' decisions to commit acts of academic dishonesty? According to Lawson (2004), students may believe that success in business is sometimes the result of unethical actions-that the practical implications of action are more important than the ethical implications of action. This attitude reflects a higher priority on "getting ahead" than on "doing the right thing" and is likely to strongly influence cheating behaviors in college. Consistent with this observation are data from a recent survey of 5,799 students by TLS Online Solutions (2015) indicating that 89% of students believe Correspondence should be addressed to Timothy cheating in college will lead to cheating later in life. Entangled with attitudes about ethical behaviors is the knowledge of "what is expected," and even "what constitutes a violation of AI." Jordan (2001) found that those who reported higher levels of cheating had a significantly lower level of understanding of academic integrity (AI) policy than those who did not cheat. Attitudes and knowledge about AI constitute two critical factors in determining AI violation intention and behavior.Reported incidents and scandals involving students' plagiarism and other forms of academic dishonesty and misconduct suggest that the AI climate on college and university campuses could indeed be improved (Cabral-Cardoso, 2004;Taylor, 2010). Recent cases, including a highly publicized one at the University of North Carolina (Stripling, 2014), continue to emphasize the urgent need for action. AI violations and ambivalent or dishonest attitudes regarding academic integrity persist and continue to be a challenge on university and college campuses. Lang (2013, pp. 12-15) indicated that as many as 65% to 82% of students have cheated, based on a review of surveys conducted on the extent of cheating. McCabe et al. (2012, pp. 35-71) presented a summary of students' engagement in nine types of cheating, indicating that the most prevalent types of cheating are collaborating on homework assignments when not allowed and getting exam questions or answers from another student who has already taken the exa...

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Section: Academic-integrity-related Studiesmentioning

confidence: 99%

Section: Academic-integrity-related Studiesmentioning

confidence: 99%

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Changing the Academic Integrity Climate on Campus Using a Technology-Based Intervention

et al. 2016

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“…In addition, Fischman et al (2004) noted that good workers tend to be the members of institutions that champion the message that good work is highly valued. Whether or not this message is communicated through a traditional honor code (Schwartz, Tatum, & Hageman, 2013), the APA (2017) authored ethical principles and a code of conduct that specifies who we are, for what we stand, and where the line is that we must not cross so as to avoid risking harm to self, others, and the discipline. As was aptly noted by one of our participants, “one of the main focuses of Psychology is ethics [in research and practice]” [ sic ].…”

Section: Discussionmentioning

confidence: 99%

Factors That Motivate and Challenge Psychology Majors’ Pursuit of Academic Good Work

Duncan

Johnson

2018

Teaching of Psychology

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Gardner, Csikszentmihalyi, and Damon defined good work as excellent, ethical, and engaged. In two studies, we explored factors that motivate and challenge undergraduate psychology majors’ pursuit of academic good work ( N = 100; Mage = 21.7; mostly female, Caucasian, and seniors). We found that excellent academic work was motivated by short- and long-term goals but challenged by personal habits, demanding/uninteresting coursework, and competing obligations. Ethical academic work was motivated by short-term goals and internal principles but challenged by not knowing the rules, willingness to cut corners, and negative peer influences. Engaged academic work was motivated by short-term goals, dedicated faculty, and thought-provoking courses but challenged by demanding/uninteresting coursework. We discuss how our findings align with American Psychological Association’s guidelines for the undergraduate psychology major and suggest high-impact practices and discipline-specific resources aimed at cultivating good workers.

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“…Today, there are over a hundred colleges and universities (mostly in North America and most private, highly selective institutions) with honor codes. Nonetheless, research has shown significant differences in academic dishonesty between honor code institutions and their non-code counterparts ( McCabe and Trevino, 1993 ; McCabe et al, 1999 ; Schwartz et al, 2013 ). In their oft-cited study, McCabe and Trevino (1993) found that only 29% of students at the former reported cheating in the past year compared to 53% at the latter.…”

Section: Literature Reviewmentioning

confidence: 99%

Can Online Academic Integrity Instruction Affect University Students’ Perceptions of and Engagement in Academic Dishonesty? Results From a Natural Experiment in New Zealand

et al. 2021

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The problem of academic dishonesty is as old as it is widespread – dating back millennia and perpetrated by the majority of students. Attempts to promote academic integrity, by comparison, are relatively new and rare – stretching back only a few hundred years and implemented by a small fraction of schools and universities. However, the past decade has seen an increase in efforts among universities to promote academic integrity among students, particularly through the use of online courses or tutorials. Previous research has found this type of instruction to be effective in increasing students’ knowledge of academic integrity and reducing their engagement in academic dishonesty. The present study contributes to this literature with a natural experiment on the effects of the Academic Integrity Course (AIC) at The University of Auckland, which became mandatory for all students in 2015. In 2012, a convenience sample of students (n = 780) had been asked to complete a survey on their perceptions of the University’s academic integrity polices and their engagement in several forms of academic dishonesty over the past year. In 2017, the same procedures and survey were used to collect data from second sample of students (n = 608). After establishing measurement invariance across the two samples on all latent factors, analysis of variance revealed mixed support for the studies hypotheses. Unexpectedly, students who completed the AIC (i.e., the 2017 sample) reported: (1) significantly lower (not higher) levels of understanding, support, and effectiveness with respect to the University’s academic integrity policies; (2) statistically equivalent (not higher) levels of peer disapproval of academic misconduct, and; (3) significantly higher (not lower) levels of peer engagement in academic misconduct. However, results related to participants’ personal engagement in academic misconduct offered partial support for hypotheses – those who completed the AIC reported significantly lower rates of engagement on three of the eight behaviors included in the study. The implications and limitations of these findings are discussed as well as possible future directions for research.

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College Students’ Perceptions of and Responses to Cheating at Traditional, Modified, and Non-Honor System Institutions

Cited by 32 publications

References 23 publications

Changing the Academic Integrity Climate on Campus Using a Technology-Based Intervention

Changing the Academic Integrity Climate on Campus Using a Technology-Based Intervention

Factors That Motivate and Challenge Psychology Majors’ Pursuit of Academic Good Work

Can Online Academic Integrity Instruction Affect University Students’ Perceptions of and Engagement in Academic Dishonesty? Results From a Natural Experiment in New Zealand

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