The role of choice provision in academic dishonesty

Patall, Erika A.; Leach, Jennifer Kay

doi:10.1016/j.cedpsych.2015.06.004

Cited by 16 publications

(8 citation statements)

References 61 publications

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“…Students rated the extent to which they agreed with each item on a 5‐point Likert scale ranging from not at all true (1) to extremely true (5). We selected items from these particular scales to assess need satisfaction on the three needs because they are relatively brief, and are regularly used in school‐based self‐determination theory research (e.g., Patall & Leach, ; Patall et al., ; Reeve & Lee, ), and because previous studies have established the validity and reliability of all scales for cross‐sectional research (Reeve & Jang, ; Reeve & Sickenius, ; Reeve et al., ). We conducted multilevel factor analyses and reliability analyses to confirm that our abbreviated measures were appropriate for our daily context.…”

Section: Methodsmentioning

confidence: 99%

Gender disparities in students’ motivational experiences in high school science classrooms

et al. 2018

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Women remain underrepresented in physical science, engineering, and computer science college majors and careers. Prior research has suggested that motivational beliefs and experiences in high school play a critical role in girls’ persistence in science fields. We hypothesized that compared to male students, female high school students may experience less daily autonomy support from teachers and lower psychological need satisfaction in physics, chemistry, and engineering courses. In turn, we expected that these differences would explain girls’ lower daily engagement in these courses compared to boys. In line with current trends indicating gender parity in biology and biomedical fields, we did not expect to find gender differences in biology courses. Results from a six‐week intensive longitudinal study in which high school students reported their daily experiences of teacher autonomy support, need satisfaction, and engagement during science class supported our hypotheses. The implications of the results for theory and practice are discussed.

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Section: Methodsmentioning

confidence: 99%

Gender disparities in students’ motivational experiences in high school science classrooms

et al. 2018

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“…Conversely, when students engage in academic dishonesty, they govern their own behavior and shape their education-related experiences themselves. This may enhance students' autonomy (Patall & Leach, 2015), which may help them regain their lost sense of self. Similarly, the amount of resources needed to cope with the stress of diminished classroom connectedness will put pressure on students' remaining resources, which may make them change their academic performance strategy, such as using unauthorized help to clear exams.…”

Section: The Mediating Role Of Classroom Connectednessmentioning

confidence: 99%

Linking Teacher Injustice, Conscientiousness, and Academic Dishonesty via Classroom Connectedness: A Moderated-Mediation Model

Laeeque

Saeed

2022

Youth & Society

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This study extends the general understanding of the antecedents of academic dishonesty by examining what can happen when students are treated unjustly by teachers, a phenomenon referred to as teacher injustice. Based on Conservation of Resources theory (CoRT), the study investigates the mediating role of classroom connectedness and the moderating role of trait conscientiousness in the teacher injustice–academic dishonesty relationship. Self-report data were collected in three waves from Pakistani secondary school students to test the moderated-mediation model. Findings demonstrate that teacher injustice is positively related to academic dishonesty through classroom connectedness and that conscientiousness buffers the negative effects of teacher injustice on classroom connectedness. Given the results, this study suggests certain potentially effective measures to educational institutions to control the incidence of teacher injustice and cultivate conscientiousness in students. It also hopes to inspire future research, and advance education management theory and practice.

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“…As the massification of HE increasingly disconnects individual tutors from their own students (Allais, 2014), hope for the detection of outsourced assignments is seen to rest more on machine-based solutions than on human intuition (Amigud, Arnedo-Moreno, Daradoumis et al, 2017;Clare, Walker & Hobson, 2017). Yet such machine techniques are at an early stage (McHaney, Cronan & Douglas, 2019); more realistic solutions may arise from innovations of assessment where the assignments offered are specifically designed to be resistant to essay mill involvement (Bretag et al, 2019;Joughin, 2010;Patall and Leach, 2015;Sotiriadou, Logan, Daly et al, 2019;Trevelyan & Wilson, 2012;Villarroel, Bloxham, Bruna et al, 2018).…”

Section: Empirical Scholarship On Essay Millsmentioning

confidence: 99%

How internet essay mill websites portray the student experience of higher education

Crook

Nixon

2021

The Internet and Higher Education

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The role of choice provision in academic dishonesty

Cited by 16 publications

References 61 publications

Gender disparities in students’ motivational experiences in high school science classrooms

Gender disparities in students’ motivational experiences in high school science classrooms

Linking Teacher Injustice, Conscientiousness, and Academic Dishonesty via Classroom Connectedness: A Moderated-Mediation Model

How internet essay mill websites portray the student experience of higher education

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