Factors Influencing Engineering Students’ Decisions to Cheat by Type of Assessment

Passow, Honor J.; Mayhew, Matthew J.; Finelli, Cynthia J.; Harding, Trevor S.; Carpenter, Donald D.

doi:10.1007/s11162-006-9010-y

Cited by 144 publications

(150 citation statements)

References 55 publications

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“…On the other hand, women with no interest and non-affiliated upper-class women rated higher, indicating that the items on the scale rated as moderate to serious academic offenses. Williams and Janosik's (2007) findings support ideas in the literature that students who have prior cheating experiences carry those into college with them, just as Harding et al (2004) and Passow et al (2006) reported. They suggested that the findings reflect that when students involve themselves in extracurricular activities, there is less time to study or prepare for class, and hence more cheating behaviors occur.…”

Section: General Predictorssupporting

confidence: 78%

“…Three of the eight variables (demographics, moral obligations, and perceived effectiveness of policies) contributed significantly to explaining the variance in cheating on homework (Passow et al, 2006). The data revealed that students with higher GPAs were less likely to report cheating on homework.…”

Section: General Predictorsmentioning

confidence: 94%

“…Also focusing on discipline-specific groups were Passow et al (2006), who sought to understand the factors that explain the cheating behaviors of undergraduate engineering students on exams and homework assignments using Ajzen's Theory of Participants completed a 7-page, 139-item survey in 7 parts that addressed definitions of cheating; attitudes, beliefs, and situational factors that might affect a student's decision to cheat or not; deterrents to cheating and students perceptions of their effectiveness; and demographics (Passow et al, 2006). The researchers conducted descriptive and exploratory analyses on the items, which when summed and standardized comprised the two dependent variables.…”

Section: General Predictorsmentioning

confidence: 99%

“…Below is a discussion of findings of interest to the current study. Passow et al (2006) found that five of the eight blocks contributed significantly to cheating on exams: pre-college cheating, co-curricular involvement, moral obligations, attitudes, and evaluation of the costs and benefits of cheating. Of the demographic data collected, only students in their fifth year (or more) reached significance and showed they were more likely to report cheating on exams than first-year students.…”

Section: General Predictorsmentioning

confidence: 99%

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Academic dishonesty in online education.

Mills¹

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for their constant encouragement to work hard and finish. To Dr. Sally Kuhlenschmidt, for her very, very early guidance and continued support, and to Dr. John Bruni, who was always happy to answer questions and offer advice, I also give thanks. Both of you did much to support and encourage me without even being on my committee, and I will always remember you both for that. A unique study design enabled examination of these ideas. In this deception study, a convenience sample of participants in face-to-face and online general education courses consented to a study on testing formats in online learning. They answered 18 items querying background information, took a 10-question reading quiz over an original topic, and answered 49 items about attitudes toward cheating and cheating behaviors. To mimic the drive for a good grade and encourage participants to do their best, the researcher offered a chance at a $400 incentive to those who scored high on the quiz. On the quiz, participants could answer only 7 of the 10 open-ended questions using the vi materials provided: to answer the others, participants had to cheat by looking up the remaining 3 on the Internet. The questionnaire's final item asked them to report if they had used outside sources on the quiz to check the accuracy of self-reported cheating.While analysis via t-tests revealed no significant differences between face-to-face and online students in their attitudes toward learning, nor did Pearson's r reveal any significant associations between online students' background variables and cheating, the study did provide a rate of accuracy of self-reported cheating. Analysis of qualitative data gave insight into undergraduates' ideas on what cheating is, how students might cheat, what causes cheating, and how educators and administrators might work to prevent academic dishonesty.

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Section: General Predictorssupporting

confidence: 78%

Section: General Predictorsmentioning

confidence: 94%

Section: General Predictorsmentioning

confidence: 99%

Section: General Predictorsmentioning

confidence: 99%

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Academic dishonesty in online education.

Mills¹

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“…As such, teaching approaches have been inadequate in dealing the moral development of undergraduates (Harding et al, 2007). Hence, the justification of this paper is to propose an understanding of the underlying reason academic dishonesty and to decide the most effective ways for controlling such behaviors with the application TPB, as it has shown remarkable ability to foresee and provide a principle for academic dishonesty (Ajzen, 1991;Passow et al, 2006;Stone et al, 2010).…”

mentioning

confidence: 99%

Ethical Decision Making in Academic Dishonesty with Application of Modified Theory of Planned Behavior: A Review

Meng¹,

Othman²,

Alby³

et al. 2014

IES

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This conceptual paper studies the application of the Theory of Planned Behavior (TBP) in academic dishonesty with the mediating variable of ethical ideologies. The study reviews literature on the Theory of Planned Behavior and past studies pertaining to academic dishonesty. The paper analyses the relationship of the variables of TPB on academic dishonesty with ethical ideologies. A conceptual research framework is presented; it provides insight into predicting and understanding how academic dishonesty can occur. The framework suggests that ethical ideology is significantly strengthened by the application of TPB in understanding and predicting how academic dishonesty occurs. Given that ethical ideology provides guidance in judging right and wrong, duty, obligation and moral responsibility, it is an appropriate tool for the researcher, who needs better understanding to diagnose the influences of ethical ideology on unethical behaviour.

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The Influence of Fraternity and Sorority Involvement: A Critical Analysis of Research (1996–2013)

2014

ASHE Higher Education Report

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Factors Influencing Engineering Students’ Decisions to Cheat by Type of Assessment

Cited by 144 publications

References 55 publications

Academic dishonesty in online education.

Academic dishonesty in online education.

Ethical Decision Making in Academic Dishonesty with Application of Modified Theory of Planned Behavior: A Review

The Influence of Fraternity and Sorority Involvement: A Critical Analysis of Research (1996–2013)

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