Promoting Community and Building Confidence among LGBTQIA+ College Students through Playfulness and Story Sharing

Whitley, Cameron T.; Wismar, Angela; Iffland, Alexander

doi:10.1080/26379112.2021.1949601

Cited by 9 publications

(17 citation statements)

References 5 publications

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“…Normally, these beliefs about the possible costs (reflected as negative attitudes) prevent a student from committing the act of cheating. However, other factors such as personal desires and external pressures are also evaluated in the subjective cost-benefit judgments (Whitley, 1998), which may increase the perceived value of the act of cheating. If a student believes that cheating is "okay" (reflected as positive attitudes), then the perceived benefits from other factors may push the net value pass a certain threshold and cause the act to be carried out.…”

Section: Resultsmentioning

confidence: 99%

“…One of the common condemnable behaviors in human society is cheating. Cheating is commonly described as actions involving dishonesty, fraud, and violation of rules or norms to obtain unfair advantages or profit (McCabe et al, 2001;Whitley, 1998). Cheating can damage the trust and integrity of social institutions (McCabe et al, 2001;Shu et al, 2011;Tyler & Huo, 2002) as well as cause individuals emotional pain and distress (Shrout & Weigel, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Students may decide to cheat for a variety of reasons, including maintaining good grades, avoiding failure or punishment, complying with parental and cultural standards, insufficient preparation or understanding, etc. (Whitley, 1998). The culture of dishonesty can also contribute to the emergence and prevalence of academic cheating (Nonis & Swift, 2001).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Think more before you cheat: The influences of attitudes toward cheating and cognitive reflection on cheating behavior

Le¹,

Jin²,

Nguyen³

et al. 2023

Preprint

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Cheating is widely considered a condemnable behavior in society and a big problem in the educational system. In this study, we employ the information-processing-based Bayesian Mindsponge Framework to explore deeper the subjective cost-benefit evaluation involving the perceived value of cheating. Conducting Bayesian analysis on 493 university students from Germany, Vietnam, China, Taiwan, and Japan, we found that students who have more positive attitudes toward cheating are more likely to cheat. However, a higher capability of cognitive reflection acts as a moderator that negates the above effect. Re-evaluation of prior thoughts allows for more accurate assessments of the associated risks and possible costs, which help reduce the probability of carrying out cheating behavior. As rapid technological advancement may introduce new and efficient cheating methods, a better understanding of the psychology of cheating in students can help schools prepare better countermeasures.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Think more before you cheat: The influences of attitudes toward cheating and cognitive reflection on cheating behavior

Le¹,

Jin²,

Nguyen³

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Cheating behaviors in society can take various forms and occur in a variety of contexts, including academic cheating, cheating in romantic relationships, and even cheating in sports (McCabe et al, 2001;Milstein, 2020;Shrout & Weigel, 2018). Cheating is broadly defined as actions or behaviors that involve dishonesty, deception, or violation of rules or norms in order to gain an unfair advantage or benefit (McCabe et al, 2001;Whitley, 1998). Such actions can be detrimental to society in a variety of ways.…”

Section: Introductionmentioning

confidence: 99%

“…Common forms of cheating include plagiarism, copying another student's work, using unauthorized materials during exams, falsifying data or research, and paying someone else to complete an assignment or take an exam on their behalf. It is suggested that the reasons for students to cheat vary significantly, ranging from maintaining high grades, avoiding failure or punishment, conforming to parental and societal expectations, lacking preparation or comprehension of the material, or feeling the pressure to succeed (Whitley, 1998). Apart from their personal reasons, environmental factors are also contributing to academic cheating.…”

Section: Introductionmentioning

confidence: 99%

How reputation concerns and Confucian values influence cheating behavior

Vuong¹,

Jin²,

Nguyen³

et al. 2023

Preprint

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Cheating is a major problem in society, especially in the educational system. From the viewpoint of subjective cost-benefit analysis, concerns about reputation damage as well as considerations of cultural values against unethical behavior can help increase the perceived costs of cheating. To explore deeper into the psychological processes in such assessments, we employ Bayesian Mindsponge Framework (BMF) analytics – an information-processing-based method. Conducting Bayesian analysis on 493 university students from Germany, Vietnam, China, Taiwan, and Japan, we found that reputation concern is negatively associated with cheating behavior. If a student embraces Confucian values, the above negating effect is stronger. Our findings support the notion that mentally simulated negative consequences of cheating reduce the probability of carrying out such behavior. As the educational system is changing rapidly due to technological advancement, a better understanding of the influences of sociocultural factors can be helpful in cheating prevention efforts.

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HEXACO Personality Traits and Self-Control as Predictors of Counterproductive Academic Behavior

Ock,

Heo,

Kweon

2023

J Acad Ethics

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The current study examined the validity of HEXACO personality traits (at the broad traitlevel and narrow facet-level) and Self-Control as predictors of counterproductive academic behavior (CAB; at the overall level and specific dimensional level) among college students.We collected data from 483 undergraduate students in South Korea who completed selfreport measures of HEXACO personality traits, Self-Control, CAB. Results showed that Conscientiousness (r = -.23) and Honesty-Humility (r = -.25) were significantly correlated with CAB and that Self-Control provided incremental validity over HEXACO personality traits in predicting CAB. The correlations of Conscientiousness and Self-Control with CAB were consistently negative at the facet-level. However, the negative correlation between Honesty-Humility and CAB was primarily driven by the negative correlations of Fairness and Modesty facets with CAB. Additionally, hierarchical multiple regression analysis results showed that Self-Control provided incremental validity for predicting CAB beyond prediction provided by the HEXACO personality traits. The results provide further support for personality and Self-Control as meaningful predictors of counterproductive academic behavior in college.

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Promoting Community and Building Confidence among LGBTQIA+ College Students through Playfulness and Story Sharing

Cited by 9 publications

References 5 publications

Think more before you cheat: The influences of attitudes toward cheating and cognitive reflection on cheating behavior

Think more before you cheat: The influences of attitudes toward cheating and cognitive reflection on cheating behavior

How reputation concerns and Confucian values influence cheating behavior

HEXACO Personality Traits and Self-Control as Predictors of Counterproductive Academic Behavior

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