Moral Identities, Social Anxiety, and Academic Dishonesty Among American College Students

Wowra, Scott A.

doi:10.1080/10508420701519312

Cited by 67 publications

(53 citation statements)

References 28 publications

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“…Empirical research has generally supported this reasoning (e.g., Aquino and Reed, 2002;Reed et al, 2007;Shao et al, 2008). For instance, Wowra (2007) found that students who placed a greater emphasis on their moral identity were less likely to cheat on their school work. From an expectancy theory standpoint, those with a strong moral identity should place a high value on positive feelings stemming from acting in a manner that is consistent with their ethical self-concept (and/or preventing negative feelings stemming from acting in a manner that is inconsistent with their ethical self-concept).…”

Section: Moral Identitymentioning

confidence: 93%

Moral Differentiation: Exploring Boundaries of the “Monkey See, Monkey Do” Perspective

O’Fallon

Butterfield

2011

J Bus Ethics

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Section: Moral Identitymentioning

confidence: 93%

Moral Differentiation: Exploring Boundaries of the “Monkey See, Monkey Do” Perspective

O’Fallon

Butterfield

2011

J Bus Ethics

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“…Specifically, assessing and monitoring students' MD and R-SE at the beginning of their vocational education would allow the educational system to gauge students' general level of leniency and indulgence towards unethical academic conduct and anticipate their proneness to adhere to norms and behavioural codes. In fact, proneness to cheating during this stage could shape ethical conduct in future professional roles (e.g., Harding et al 2004;LaDuke 2013;McCabe et al 2012;Nonis and Swift 2001;Wowra 2007).…”

Section: Practical Implicationsmentioning

confidence: 99%

“…Indeed, the literature suggests that engagement in cheating behaviour shapes future ethical conduct in the workplace (e.g., Harding et al 2004;LaDuke 2013;McCabe et al 2012;Nonis and Swift 2001;Wowra 2007). In addition, while the award of a degree is a certification of competence, when the recipient is a cheater, their competence does not match that of honest graduates, which has the potential to damage the labour market that the graduates are entering.…”

Section: Introductionmentioning

confidence: 99%

Understanding the Interplay Among Regulatory Self-Efficacy, Moral Disengagement, and Academic Cheating Behaviour During Vocational Education: A Three-Wave Study

et al. 2016

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The literature has suggested that to understand the diffusion of unethical conduct in the workplace, it is important to investigate the underlying processes sustaining engagement in misbehaviour and to study what occurs during vocational education. Drawing on social-cognitive theory, in this study, we longitudinally examined the role of two opposite dimensions of the self-regulatory moral system, regulatory self-efficacy and moral disengagement, in influencing academic cheating behaviour. In addition, in line with the theories highlighting the bidirectional relationship between cognitive processes and behaviour, we aimed to also examine the reciprocal influence of behaviour on these dimensions over time. Overall, no previous studies have examined the longitudinal interplay between these variables. The sample included 866 (62.8% female) nursing students who were assessed three times annually from the beginning of their vocational education. The findings from a cross-lagged model confirmed that regulatory self-efficacy and moral disengagement have opposite influences on cheating behaviour, that regulatory self-efficacy negatively influences not only the engagement in misconduct but also the justification mechanisms that allow the divorce between moral standards and action, and that moral disengagement and cheating behaviour reciprocally support each other over time. Specifically, not only did moral disengagement influence cheating behaviour even when controlling for its prior levels, but also cheating behaviour affected moral disengagement one year later, controlling for its prior levels. These findings suggest that recourse to wrongdoing could gradually lead to further normalising this kind of behaviour and morally desensitising individuals to misconduct.

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“…When moral identity is high, it appears to reduce the use of rationalizations (Narvaez and Lapsley 2009). Moral identity is a construct that is acknowledged to be challenging to measure, but where researchers suggest it has been measured, or a similar commitment to moral beliefs, it is often cited as a protective factor against cheating (O'Rourke et al 2010;Olafson et al 2013;Stephens 2004;Wowra 2007).…”

Section: What the Research Tells Usmentioning

confidence: 99%

Practices to Support Developing Academic Integrity in Secondary School Students

Wangaard

2016

Handbook of Academic Integrity

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Moral Identities, Social Anxiety, and Academic Dishonesty Among American College Students

Cited by 67 publications

References 28 publications

Moral Differentiation: Exploring Boundaries of the “Monkey See, Monkey Do” Perspective

Moral Differentiation: Exploring Boundaries of the “Monkey See, Monkey Do” Perspective

Understanding the Interplay Among Regulatory Self-Efficacy, Moral Disengagement, and Academic Cheating Behaviour During Vocational Education: A Three-Wave Study

Practices to Support Developing Academic Integrity in Secondary School Students

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