Ethics Instruction and the Perceived Acceptability of Cheating

Bloodgood, James M.; Turnley, William H.; Mudrack, Peter E.

doi:10.1007/s10551-009-0345-0

Cited by 50 publications

(34 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The most common form of cheating is plagiarism and it can be deliberate or accidental -many students state that they did not know they were copying, when in fact they were-, a condition which offsets the gravity of the crime but does not make it disappear (Bloodgood, Turnley, & Mudrack, 2010;Roberts, 2008). A series of studies reveal a students' wide and persistent tendency to cheat, and the undergraduates' outcomes reporting this inclination reach more than 80% in the United States (McCabe, Treviño, & Butterfield, 2001) and more than 50% in Canada (Jurdi, Hage, & Chow, 2012).…”

Section: Academic Cheatingmentioning

confidence: 99%

Procrastination and cheating from secondary school to university

Clariana¹,

Gotzens²,

Badia³

et al. 2017

EJREP

View full text Add to dashboard Cite

show abstract

Section: Academic Cheatingmentioning

confidence: 99%

Procrastination and cheating from secondary school to university

Clariana¹,

Gotzens²,

Badia³

et al. 2017

EJREP

View full text Add to dashboard Cite

show abstract

“…Educating young people with regard to ethical conduct, even though it might not bring the expected results immediately, makes them more likely to take an ethical decision in the future (Bloodgood et al, 2010). Research results support the idea that teaching people how to behave ethically in various situations improves understanding of ethical issues and leads to ethical behaviour (Gautschi & Jones, 1998) as well as significantly improving ethical attitudes among students (Weber & Glyptis, 2000).…”

Section: Discussionmentioning

confidence: 58%

“…The individual attitude towards a silent and passive approach of witnesses to situations where others cheat and teachers reward plagiarised work was investigated using the Scale of Acceptance of the Passivity of a Witness of Cheating and Plagiarism. It was developed for my research, similarly to the Scale of Acceptance of Cheating and Plagiarism by Bloodgood et al (2010), in accordance with the applicable procedure. The items were: (1) being silent when you see that somebody is copying another classmate's paper during an exam, (2) being silent when you witness using unauthorized notes (a ''cheat sheet'') during an exam, (3) being silent when you know that your teacher has given your classmate a very good mark for plagiarized work.…”

Section: Methodsmentioning

confidence: 99%

Psychological and moral determinants in accepting cheating and plagiarism among university students in Poland

Chudzicka‐Czupała¹

2014

Polish Journal of Applied Psychology

View full text Add to dashboard Cite

Abstract:The study investigates the psychological and moral acceptance of cheating and plagiarism among university students in Poland. A sample of 285 students participated. Results demonstrate that the locus of control, justice sensitivity, and some individual ethical philosophical dimensions are significant predictors for accepting dishonest behaviour. My research results support the basic theoretical arguments that point out the role of acceptable individual conditions for cheating and plagiarism. The research offers implications for the practice of moral awareness and for some possible training for university students. Keywords:academic dishonesty, unethical behaviour, justice sensitivity, moral philosophy, locus of control Streszczenie:W artykule ukazano wyniki badań poświęconych uwarunkowaniom akceptacji ściągania i plagiatowania, przeprowadzonych wśród 285 studentów uczelni wyższych w Polsce. Rezultaty dowodzą znaczenia indywidualnych cech i przekonań, takich jak wrażliwość na sprawiedliwość z perspektywy ofiary i nieuprawnionego beneficjenta oraz wybranych przekonań moralnych, które okazały się być istotnymi predyktorami akceptacji nieuczciwości akademickiej. Wyniki ukazują też na znaczącą rolę umiejscowienia kontroli wzmocnień i niosą ze sobą istotne implikacje praktyczne. Słowa kluczowe:nieuczciwość akademicka, zachowanie nieetyczne, wrażliwość na sprawiedliwość, filozofia moralna, umiejscowienie kontroli

show abstract

“…To properly evaluate students' views on ethical issues, a survey was utilized to form the conclusion that teaching ethics has an impact on students' personal beliefs and behaviors throughout the course of their lifetime 6 . However, Bloodgood et al (2010) suggested that teaching ethics can have an adverse impact on students who obtain a high score on Machiavellianism 1 . Machiavellianism can be defined as the "implementation of cunning activities and cheating in general conduct.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The primary concern of this instruction should enhance the ethicality of the students to make decisions individually 1 . Hence, the improvement of ethics education in the engineering curriculum is necessary.…”

Section: Introductionmentioning

confidence: 99%

Student Perception of Ethics in Bangladesh, India, and the United States

Mazumder¹,

Mahankali²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

Dr. Quamrul Mazumder is currently an associate professor of mechanical engineering at University of Michigan-Flint. His areas of research include computational fluid dynamics, multiphase flow, quality in higher education, metacognition, motivation, and engagement of students. He is a Fulbright scholar travelled around the world to promote quality and globalization of higher education. Ethics is an important attribute that students must develop to succeed in their academic career and profession. To improve the ethics perception in students, it is essential to integrate ethics in the curriculum. A survey questionnaire was used to investigate the students' perception of ethics in three different countries. The objective was to evaluate students' perception of ethics using 5 factors: 1) the impact of education and faculty on ethics; 2) students' attitude towards cheating; 3) the impact of technology; 4) the importance of ethics and 5) the ethical campus environment. A total of 138 responses were collected from 4 different universities in three countries. Analysis of the data showed how the student's perception on ethics is relevant in shaping their own ethical behavior. Students' perception on cheating showed that they tend to cheat less in colleges when compared to high schools. The faculty and educational services of the institutions also impacted the ethics perception of students. Students reported ethics to be important and they hold themselves to the same ethical perceptions to their peers. Initially this study made a hypothesis that there is no significant difference observed in ethical standards among students in Bangladesh, India & the USA. But later the analysis of the survey results showed certain difference in students' perception of ethics in three different countries. The results proved the students of the United States to be more ethical compared to the other two countries. College students reported the environment to be more ethical due to higher ethical standards of the faculty. Mr

show abstract

Ethics Instruction and the Perceived Acceptability of Cheating

Abstract: academic cheating, business ethics course, GPA, Machiavellianism, passive cheating,

Cited by 50 publications

References 46 publications

Procrastination and cheating from secondary school to university

Procrastination and cheating from secondary school to university

Psychological and moral determinants in accepting cheating and plagiarism among university students in Poland

Student Perception of Ethics in Bangladesh, India, and the United States

Contact Info

Product

Resources

About