Honor Codes and Academic Integrity: Three Decades of Research

Tatum, Holly E.

doi:10.1080/2194587x.2021.2017977

Cited by 18 publications

(5 citation statements)

References 44 publications

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“…One explanation of this finding is that the statistical relationships with anticipated shame were weakened by restricted range as a consequence of the ceiling effect for this variable. Another possible explanation, however, is that for students with strong internalized moral positions against cheating and plagiarism, the prospective guilt associated with engaging in academic misconduct is particularly determinative of their intention to do so (Tatum, 2022 ). Thus, anticipated shame of being caught engaging in misconduct may act as a baseline of underlying worry for most students and the prospect of feeling guilty over and above this is an important further deterrent.…”

Section: Discussionmentioning

confidence: 99%

Guilt, Shame and Academic Misconduct

Curtis

2023

J Acad Ethics

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Moral and self-conscious emotions like guilt and shame can function as internal negative experiences that punish or deter bad behaviour. Individual differences exist in people’s tendency to experience guilt and shame. Being disposed to experience guilt and/or shame may predict students’ expectations of their emotional reactions to engaging in immoral behaviour in the form of academic misconduct, and thus dissuade students from intending to engage in this behaviour. In this study, students’ (n = 459) guilt and shame proneness, their expectations of feeling guilt and shame if they engaged in academic misconduct, and their intentions to engage in academic misconduct were measured. Three of the four facets of the guilt and shame proneness scale [GASP: Guilt–Negative-Behavior-Evaluation (NBE), Guilt-Repair, Shame–Negative-Self-Evaluation (NSE)] had significant negative correlations with academic misconduct intentions, and these relationships were mediated by anticipating shame and guilt related to engaging in academic misconduct. These results suggest that for some students expecting to experience negative moral emotions when engaging in academic misconduct may protect them from breaching ethical assessment rules.

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Section: Discussionmentioning

confidence: 99%

Guilt, Shame and Academic Misconduct

Curtis

2023

J Acad Ethics

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“…The acceptance of the hypothesis that academic fraud behaviors have a significant negative effect on academic integrity reinforces the importance of preventing and addressing academic fraud behaviors among students. The findings also suggest that universities should promote a culture of academic integrity and educate students on the importance of honesty and ethical behavior (Tatum, 2022). Additionally, faculty and staff should be trained to detect and address instances of academic fraud and support students in their academic endeavors while upholding academic integrity (Fudge et al, 2022).…”

Section: Resultsmentioning

confidence: 99%

Exploring Organizational Factors, Academic Fraud Behaviors, and Academic Integrity of Accounting Students

Ramdhany,

Triantoro,

Hardiana

et al. 2023

JASET

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Main Purpose - The research objectives are to examine the relationship between organizational factors and academic fraud behaviors, to investigate the relationship between academic fraud behaviors and academic integrity, and to identify the most effective strategies for promoting academic integrity and preventing academic fraud behaviors among accounting education students in the university.Method - The research used a cross-sectional survey that collected data from 104 students of accounting education study program as population who have attended the course ‘Accounting Information System’, and using random sampling, 82 students participated. The data were collected using structured questionnaires that measured the study's constructs. Partial Least Square (PLS) was used to analyze the quantitative data.Main Findings - Organizational factors have a significant negative effect on academic fraud behaviors. Academic fraud behaviors have a significant negative effect on academic integrity. Organizational factors have a direct and an indirect effect on academic integrity through academic fraud behaviors.Theory and Practical Implications - The finding could have important implications for the university as an educational institution seeking to prevent or address academic misconduct by focusing on improving its organizational factors. The solid organizational factors of the university can mainly prevent academic fraud behaviors for students and teaching staff, leading to acceptable academic integrity for the students and teaching staff. Novelty - This study provides novel insights into the relationship between organizational factors, academic fraud behaviors, and academic integrity in the context of accounting education students in higher education.

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“…As previously stated, there is a myriad of literature on academic integrity and dishonesty (Eshet et al 2023;Tatum 2022). Whereas academic integrity is the pillar of higher education principles of truth (Poitras Pratt & Gladue 2022), academic dishonesty often references various academic integrity violations like contract cheating, plagiarism, and cheating.…”

Section: Academic Dishonesty and Mindfulnessmentioning

confidence: 99%

To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion

Eshet,

Grinautsky,

Steinberger

2024

Int J Educ Integr

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Despite the growing interest in mindfulness in higher education, the literature on its relation to decision-making under risk (i.e. academic misconduct) and statistics anxiety is scarce. The present research shall fill this gap. Based on the prospect theory, we assessed the mediating effect of mindfulness on the relationship between statistics anxiety and academic dishonesty moderated by risk aversion. Data were collected from 791 undergraduate students in six Israeli academic institutions studying for bachelor’s degrees in social sciences. Questionnaires included the following measures: risk behaviour according to the prospect theory framework, Mindful Attention Awareness Scale, Statistics Anxiety Rating Scale, Academic Misconduct Scale and sociodemographic variables. Correlations among these variables were explored. The data was analysed using Structural Equation Modelling (SEM). The results indicate that the variance in academic dishonesty is explained by students' statistics anxiety with a mediation of Mindfulness moderated by Risk Aversion. Mindfulness negatively affects Academic Dishonesty, while Risk Aversion has a significant positive effect on Mindfulness. Finally, among individuals with high statistics anxiety, Risk Averse individuals show significantly higher Mindfulness than Risk Seekers. We conclude that mindfulness-based interventions might be a constructive tool to reduce risk-taking and promote ethical decision-making among individuals who experience high levels of statistics anxiety. Furthermore, developing mindful skills may help individuals with higher anxiety levels neutralize these unwanted feelings and get along with their learning tasks. Hence, avoid academic unethical behaviours.

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Honor Codes and Academic Integrity: Three Decades of Research

Cited by 18 publications

References 44 publications

Guilt, Shame and Academic Misconduct

Guilt, Shame and Academic Misconduct

Exploring Organizational Factors, Academic Fraud Behaviors, and Academic Integrity of Accounting Students

To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion

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