Internet-Triggered Academic Dishonesty Scale

Akbulut, Yavuz; Şendağ, Serkan; Birinci, Gürkay; Kılıçer, Kerem; Şahin, Mehmet C.; Odabaşi, Hatice F.

doi:10.1037/t14262-000

Cited by 4 publications

(6 citation statements)

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“…Academic dishonesty (or "cheating") 3 includes behaviors such as the use of unauthorized materials, facilitation (helping others to engage in cheating), falsification (misrepresentation of self), and plagiarism (e.g. Akbulut et al, 2008;Şendağ, Duran, & Robert Fraser, 2012), providing an unearned advantage over other students (Hylton, Levy, & Dringus, 2016). Broadly, the behaviors are not consistent with an established University's Standards of Conduct (Hylton et al, 2016), which communicates expected standards of behavior (Kitahara & Westfall, 2007).…”

Section: How and Why Students Engage In Academic Dishonestymentioning

confidence: 99%

“…Broadly, the behaviors are not consistent with an established University's Standards of Conduct (Hylton et al, 2016), which communicates expected standards of behavior (Kitahara & Westfall, 2007). "Edishonesty" more specifically refers to behaviors that depart from academic integrity in the online environment (Akbulut et al, 2008;Namlu & Odabasi, 2007). Even more specifically, concerns in relation to online exams typically include 'electronic warfare' (tampering with the laptop or test management system), impersonation, test item leakage, and use unauthorized resources such as searching the internet, communicating with others over a messaging system, purchasing answers from others, accessing local/external storage on their computer, or accessing a book or notes directly (e.g.…”

Section: How and Why Students Engage In Academic Dishonestymentioning

confidence: 99%

“…Accounts based on the concepts of a cheating culture and the fraud triangle are both well supported, though other researchers have taken a more fine-grained approach, focusing on individual factors and university policies when examining why students engage in academic dishonesty (e.g. Akbulut et al, 2008). Akbulut and colleagues (2008), for example, propose that psychological factors are the most significant factors leading students to e-dishonesty.…”

Section: How and Why Students Engage In Academic Dishonestymentioning

confidence: 99%

“…As highlighted previously, institutional factors that can increase academic dishonesty include lax or insufficient penalization of academic dishonesty, insufficient knowledge of policies and standards across students, instructors, and administrators, and insufficient efforts to inform students about these policies and standards (Akbulut et al, 2008;Jordan, 2001 definition, many students may cheat without considering their behaviors to be academically dishonest. Thus, the more faculty members discuss academic honesty, the less ambiguity students will have when confronting instances of academic dishonesty (Tatum & Schwartz, 2017).…”

Section: Online Cheating Prevention: University Policiesmentioning

confidence: 99%

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Academic Integrity in Online Testing: A Research Review

Holden¹,

Va²,

Norris³

2020

Preprint

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This paper provides a review of research on online education, with a focus on the methods used to promote academic integrity. Broader issues about how and why academic dishonesty occurs, and the mixed findings in relation to whether or not academic dishonesty may be more or less prevalent in online classes are discussed. Understanding the varied nature of academic dishonesty can improve the implementation of methods used to promote academic integrity, and more importantly, provide students, faculty, and staff with an ethical framework that can extend beyond academia

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Section: How and Why Students Engage In Academic Dishonestymentioning

confidence: 99%

Section: How and Why Students Engage In Academic Dishonestymentioning

confidence: 99%

Section: How and Why Students Engage In Academic Dishonestymentioning

confidence: 99%

Section: Online Cheating Prevention: University Policiesmentioning

confidence: 99%

See 2 more Smart Citations

Academic Integrity in Online Testing: A Research Review

Holden¹,

Va²,

Norris³

2020

Preprint

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“…Participants' self-reports were analyzed by using attitude scales (Akbulut et al, 2008a) and questionnaires (Cizek 1999;Finn & Frone, 2004;Lin & Wen 2007). At that point, the most important discussion topic is the reliability of survey studies aiming to evaluate cheating behaviors of students.…”

Section: Extended Abstract Introductionmentioning

confidence: 99%

I Did Cheating, Because… : A Phenomenological Study

Özden

Baştürk

Demir

2015

TOJQI

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ÖzBu araştırmanın amacı öğretmen adaylarının kopya çekme davranışlarının nedenlerini incelemektir. Araştırma olgubilim deseni kullanılarak gerçekleştirilmiş ve araştırmada betimsel olgubilim yaklaşımı benimsenmiştir. Araştırma katılımcılarını Türkiye'nin batısında yer alan bir devlet üniversitesinin eğitim fakültesi öğrencileri oluşturmaktadır. Araştırma AbstractThe aim of present study is to understand the reasons of pre-service teachers for academic cheating. The study used phenomenological design and descriptive phenomenological approach was adapted. The participants were selected by using homogenous sampling strategy and data were collected through in depth interviews from six volunteer pre-service teachers which are a woman and five men. In analysis of the research data, thematic analysis approach was utilized. As a result of the analysis, two themes were constructed to explain the reasons for cheating that are personal factors and environmental factors. The personal factors are comprised of personal characteristics, academic gains and insufficient self-perception. The environmental factors affecting cheating behaviors are instructor's attitudes and behaviors, exam-based evaluation system, the role of courses, peer effect, institutional features and family expectations.

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Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity?

Janke¹,

Rudert²,

Petersen³

et al. 2021

Preprint

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Worldwide, higher education institutions made quick and often unprepared shifts from on-site to online examination in 2020 due to the COVID-19 health crisis. This development sparked an ongoing debate on whether this development made it easier for students to cheat. We investigated whether students indeed cheated more often in online than in on-site exams and whether the use of online exams was also associated with higher rates of other behaviors deemed as academic dishonesty. To answer our research questions, we questioned 1,608 German students from a wide variety of higher education institutions about their behavior during the summer semester of 2020. The participating students reported that they cheated more frequently in online than in on-site exams. Effects on other measures of academic dishonesty were more negligible. These results speak for the notion that the swift application of ad-hoc online testing during 2020 has led to negative consequences for academic integrity.

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Internet-Triggered Academic Dishonesty Scale

Cited by 4 publications

References 0 publications

Academic Integrity in Online Testing: A Research Review

Academic Integrity in Online Testing: A Research Review

I Did Cheating, Because… : A Phenomenological Study

Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity?

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