Gender and Dishonesty

Ward, David A.; Beck, Wendy L.

doi:10.1080/00224545.1990.9924589

Cited by 117 publications

(68 citation statements)

References 8 publications

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“…Neutralization has been explored extensively in the cheating literature and has often been associated with increased cheating frequency (Haines et al, 1986;Smith & Davis, 2004;Ward & Beck, 1990), as was the case in the present study (M = 2.11). In addition, neutralization also found to be significant moderate and positively correlated with academic dishonesty behaviour.…”

Section: Discussionsupporting

confidence: 66%

Influence of Neutralization Attitude in Academic Dishonesty among Undergraduates

Meng¹,

Othman²,

Alby

et al. 2014

IES

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Previous literature had proposed that individuals tend to use neutralization to motivate their decisions to engage in deviant behaviours. This indicated that even though students have strong motivations not to cheat may do so anyway after employing neutralizing strategies. Hence, this study attempted to examine the role of neutralization in influencing students' attitude towards academic dishonesty. Students tend to use neutralization technique in order to free themselves from feeling guilty in engaging academic dishonesty. Besides that, it also attempted to study the reasons behind college student academic cheating behaviours. This study employed 620 randomly selected students from six different academic institutions. Results supported that students who engaged in academic dishonesty differ significantly from those who did not engage in this deviant behaviour with respect to their tendency to neutralize cheating. Results showed that cheating and neutralization were positively correlated among students. Through the findings, it showed that the use of neutralization techniques explained why students acknowledged that cheating is wrong but still chose to do it anyway.

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Section: Discussionsupporting

confidence: 66%

Influence of Neutralization Attitude in Academic Dishonesty among Undergraduates

Meng¹,

Othman²,

Alby

et al. 2014

IES

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show abstract

“…Ward and Beck (1990) informed 128 students who took a multiple-choice midterm exam a few days earlier that due to time pressures examiners had not been able to grade their exams, therefore returning the exams to them for selfgrading. Subjects' self-grading was then compared with their actual scores to reveal cheating.…”

Section: Introductionmentioning

confidence: 99%

Do higher achievers cheat less? An experiment of self-revealing individual cheating

Yaniv

Siniver²,

Tobol

2017

Journal of Behavioral and Experimental Economics

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in Do Higher Achievers Cheat Less? An Experiment of Self-Revealing Individual CheatingAPrIl 2017 Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world's largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.Schaumburg-Lippe-Straße 5-9 53113 Bonn, Germany Phone: +49-228-3894-0 Email: publications@iza.org www.iza.org IZA -Institute of Labor EconomicsDiscussion PaPer series IZA DP No. 10709 Do Higher Achievers Cheat Less? An Experiment of Self-Revealing Individual CheatingAPrIl 2017 Erez Siniver COMAS Yossef Tobol Jerusalem College of Technology and IZA Gideon YanivAriel University AbstrActAPrIl 2017 IZA DP No. 10709 Do Higher Achievers Cheat Less? An Experiment of Self-Revealing Individual Cheating * The extensive body of survey-based research correlating between students' cheating and their academic grade point average (GPA) consistently finds a significant negative relationship between cheating and the GPA. The present paper reports the results of a tworound experiment designed to expose student cheating at the individual level and correlate it with three intellectual achievement measures: the GPA, the high-school matriculation average grade (MAG) and the psychometric exam score (PES). The experiment involved two classes of third-year economics students incentivized by a competitive reward to answer a multiple-choice trivia quiz without consulting their electronic devices. While this forbiddance was deliberately overlooked in the first round, providing an opportunity to cheat, it was strictly enforced in the second, conducted two months later in the same classes with the sa...

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“…Only a handful of studies (e.g., Etter et al, 2006;Grijalva et al, 2006;Kennedy et al, 2000;Lanier, 2006;Underwood & Szabo, 2003) have investigated the same for online classes. Even fewer studies (e.g., Flynn, Reichard, & Slane, 1987;Ward & Beck, 1990) have reported actual, rather than self-reported, cheating rates that can help those who must craft policy to erase doubts of social desirability answers and instead focus on who really is cheating and why. (Harding et al, 2004;Nonis and Swift, 2001;Sims, 1993), the literature should include more research into cheating in online learning.…”

Section: Resultsmentioning

confidence: 99%

“…Like Flynn et al (1987), Ward and Beck's (1990) study also measured actual cheating. They examined neutralization theory through the relationship between excusemaking tendencies and actual cheating, while controlling for gender, which is of interest to the current study, and they also "caught" students cheating, again supplying actual cheating rates rather than relying on self-reported data.…”

Section: Studies Where Students Were "Caught" Cheatingmentioning

confidence: 99%

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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Gender and Dishonesty

Cited by 117 publications

References 8 publications

Influence of Neutralization Attitude in Academic Dishonesty among Undergraduates

Influence of Neutralization Attitude in Academic Dishonesty among Undergraduates

Do higher achievers cheat less? An experiment of self-revealing individual cheating

Academic dishonesty in online education.

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