Normative Revisionism about Student Cheating

Makridis, Odysseus; Englander, Fred

doi:10.1007/s10805-020-09384-z

Cited by 9 publications

(16 citation statements)

References 28 publications

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“…If compliance with group norms is perceived as a sign of loyalty to the group, then deviance and dissent are often seen as a sign of disloyalty and disengagement (Jetten & Hornsey, 2014). Although we did not specifically focus on perceived norms in our studies, it is worth noting that cheating is normative and usual among students, but not among employees (Makridis & Englander, 2021). Future studies should examine more in depth the role of social norms of fairness versus justice of a specific group in the perception of whistleblowers.…”

Section: Discussionmentioning

confidence: 99%

Heroes or traitors? Perception of whistleblowers depends on the self-relevance of the group being reported

Pacilli

Giovannelli

Spaccatini

et al. 2022

Group Processes & Intergroup Relations

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Whistleblowing is the action by which members of an organization report misconduct that occurs within their group to other persons inside or outside the organization. In the present research, we examined perception of whistleblowers in terms of global impressions, emotions, and behavioural intentions. Study 1 reveals negative reactions to whistleblowers, while Study 2 shows positive reactions to whistleblowers. To reconcile these findings, Study 3 varies the self-relevance of the context and reveals that whistleblowers are derogated when the context is highly self-relevant (as in Study 1) and positively evaluated when it is not (as in Study 2). Across the studies, we also show that emotions and the subjective importance of loyalty and fairness influence the evaluation of whistleblowers. Our findings help unveiling the conditions in which whistleblowers are alternatively regarded as heroes or traitors, depending on the perceivers’ point of view.

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Section: Discussionmentioning

confidence: 99%

Heroes or traitors? Perception of whistleblowers depends on the self-relevance of the group being reported

Pacilli

Giovannelli

Spaccatini

et al. 2022

Group Processes & Intergroup Relations

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“…Some researchers (Pabian, 2015; Bouville, 2010) defend student cheating by arguing that literature has not proven why cheating is wrong. Makridis and Englander (2020) maintain that where there is a moral value attached to an act considered to be positive but later becomes negative (what they term “transvaluation”), it creates a “burden of revisionism”. Thus, as they advocate, we need to re-examine whether the act of cheating is morally acceptable or not.…”

Section: Perspectives On Cheating In Examinationsmentioning

confidence: 99%

“…Hence, one can argue that cheating by students is an act of fraud as they are attempting to obtain a gain and later on financial gain as they will use the gained qualification to earn income. Nishchal et al (2020) advocated that the reason students cheat in examinations is because they are afraid of failure or want to improve their mark so they can win a scholarship, or they are pressured to excel, or improve their grade (Awad et al , 2016) or be better than their peers (Makridis and Englander, 2020); this provides them with the pressure stated in Cressey’s triangle. Because their chances of being caught are small, the punishment is not a severe one (Peculea and Peculea, 2020) or when there are no specific instructions of what is allowed (Makridis and Eglander, 2020), one can argue these are the opportunities provided to the offender/student.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In doing so, one ought to look at the intent to commit the act, whether there are rules with defining prohibitions and if the perpetrator-student is aware of the institution's policies and penalties regarding cheating. Makridis and Englander (2020) have also proposed that institutions need to explicitly state if they consider giving or receiving help during examination or looking thorough personal notes during closed examination as cheating.…”

Section: Perspectives On Cheating In Examinationsmentioning

confidence: 99%

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Lessons learned during Covid-19 concerning cheating in e-examinations by university students

Krambia‐Kapardis

Spanoudis

2021

JFC

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Purpose The researchers aim to investigate how students can be deterred from cheating, whether legal or ethical policies and procedures are effective and whether there are gender differences. Design/methodology/approach Using data on students undertaking midterm and final e-examinations, as well as a control group of students who were caught cheating in an online mid-semester examination, the authors attempt to answer the research questions. Findings No differences were found in cheating in terms of students’ gender or whether they were repeating a course or not. However, the study revealed that if there are more internal controls imposed and if before the examination students are made to reinforce their academic integrity, e-examination cheating is reduced. Originality/value No other published study was carried out with students who were involved in cheating.

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“…In this approach, which was labelled as moral by Lee Adam, Vivienne Anderson and Rachel Spronken-Smith ( 2017 , p. 19; cf. Blum, 2009 , p. 149; Makridis & Englander, 2020 ; Shafaei et al, 2016 ), students are the guilty party who have to be caught in the act and effectively punished, with the punishment matching the severity of the crime. The language of legal and criminal proceedings is used, together with the notions of immorality and dishonesty.…”

Section: Copying In Higher Educationmentioning

confidence: 99%

“There must be Someone’s Name Under Every Bit of Text, Even if it is Unimportant or Incorrect”: Plagiarism as a Learning Strategy

Bielska

Rutkowski

2021

J Acad Ethics

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The article offers analyses of the phenomenon of copying (plagiarism) in higher education. The analyses were based on a quantitative survey using questionnaires, conducted in 2019 at one of the Polish universities. Plagiarism is discussed here both as an element of the learning process and a subject of public practices. The article presents students’ definitions of plagiarism, their strategies for unclear or difficult situations, their experiences with plagiarism and their opinions on how serious and widespread this phenomenon is. Focusing on the non-plagiarism norm, that is the rule that students are not allowed to plagiarize, and in order to redefine it we have determined two strategies adopted by students. The first is withdrawing in fear of making a mistake (omitting the norm), which means not using referencing in unclear situations, e.g. when the data about the source of information are absent. The second is reducing the scope of the norm applicability (limiting the norm), characterized by the fact that there are areas where the non-plagiarism norm must be observed more closely and those where it is not so important, e.g. respondents classify works as credit-level and diploma-level texts, as in the credit-level work they “can” sometimes plagiarize since the detection rate is poor and consequences are not severe. The presented results are particularly significant for interpreting plagiarism in an international context (no uniform definition of plagiarism) and for policies aimed at limiting the scale of the phenomenon (plagiarism detection systems1).

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Normative Revisionism about Student Cheating

Cited by 9 publications

References 28 publications

Heroes or traitors? Perception of whistleblowers depends on the self-relevance of the group being reported

Heroes or traitors? Perception of whistleblowers depends on the self-relevance of the group being reported

Lessons learned during Covid-19 concerning cheating in e-examinations by university students

“There must be Someone’s Name Under Every Bit of Text, Even if it is Unimportant or Incorrect”: Plagiarism as a Learning Strategy

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