To cheat or not to cheat: effects of moral perspective and situational variables on students' attitudes

Eisenberg, Jacob

doi:10.1080/0305724042000215276

Cited by 78 publications

(61 citation statements)

References 24 publications

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“…Students who consider that it is essential to reach high grade (for various reasons) are more likely to cheat than those who are oriented toward mastery of the course materials. This result is in line with the result of research conducted by Eisenberg (2004). The research found that a-moral-oriented students tend to be more approving of cheating than those who are moral-oriented ones.…”

Section: Cheating Behavior and Perceptionsupporting

confidence: 82%

The Effect of Religiosity and Perception on Academic Cheating among Muslim Students in Indonesia

Hadjar¹

2017

JEHD

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Section: Cheating Behavior and Perceptionsupporting

confidence: 82%

The Effect of Religiosity and Perception on Academic Cheating among Muslim Students in Indonesia

Hadjar¹

2017

JEHD

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“…It is difficult to know, therefore, the actual extent to which people do engage in misconduct; "it is well-known that respondents are not always truthful when presented with surveys that ask them questions regarding sensitive, illegal, or socially unacceptable behaviors" (Cizek, 2003, p. 5). Experimental studies on student academic misconduct have demonstrated much lower rates than survey studies-as low as 3 percent (Eisenberg, 2004;Karlins, Michaels, and Podlogar, 1988;Weber, McBee, and Krebs, 1983). Experimental studies, however, are generally limited to in-class test situations, while survey studies tend to ask about all types of academic behaviors, including those that occur outside the classroom such as plagiarism and "unauthorized collaboration" on homework assignments.…”

Section: Interpreting Misconduct Researchmentioning

confidence: 95%

“…Such studies found that academic conduct is internally regulated by internal versus external orientation (Davis, Grover, Becker, and McGregor, 1992;Lewis and Hartnett, 1983); ethical orientation or development (Eisenberg, 2004;Houston, 1983;Kibler, 1993a;Malinowski and Smith, 1985;Pratt and McLaughlin, 1989); anxiety or hostility felt toward the teacher or situation (Gerdeman, 2000;Steininger, Johnson, and Kirts, 1964); self-esteem (Ward, 2001); and low self-awareness (Malcolm and Ng, 2001). …”

Section: The Four Dimensionsmentioning

confidence: 96%

2008

ASHE Higher Education Report

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Moral Panic: The Contemporary Context of Academic Integrity Fears of a Cheating Culture Time for a New Approach The Context for a New Approach Interpreting Misconduct Research A Note on Definitions Delineating Forms of Academic Misconduct Summary Revisiting the Past: The Historical Context of Academic Integrity The Antebellum Period: 1760–1860 The Research University: 1860–1945 Mass Education: 1945–1975 The Contemporary University: 1975 to the Present Lessons Learned Contemporary Organizational Strategies: Stopping Student Cheating A Comparison of the Strategies Rule Compliance Strategy Integrity Strategy Summary Dimensions of the Issue: Toward a Robust Explanation The Four Dimensions Internal Dimension: Student Character Organizational Dimension: Peer Norms and Classroom Dynamics Institutional Dimension: Academic Systems Societal Dimension: Broader Societal Forces The Four Dimensions and Contemporary Organizational Strategies Summary Twenty‐First Century Forces Shaping Academic Integrity Technology Institutional Constraints Academic Capitalism Diversity Summary Strains on the Teaching and Learning Environment On the Faculty‐Student Relationship On the Role of Faculty On the Learning Process On Evolving Ideas of Teaching and Learning On the Development of Students Summary A New Approach to Academic Integrity: The Teaching and Learning Strategy Defining the Teaching and Learning Strategy Assessment and the Teaching and Learning Strategy Accreditation and the Teaching and Learning Strategy Structures and Policies in the Teaching and Learning Strategy Summary Recommendations for Practice and Research Recommendations for Practice Recommendations for Research Summary References Name Index Subject Index About the Author

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“…Role playing methods in learning is the right choice in teaching the values of honesty, to avoid cheating behavior. In order to reduce cheating behavior, Eisenberg suggested several measures for school practies including; explains the moral standard (meaning cheating and its consequences for students), building and directing norms among peers, and build environment that refuses to cheat activity [23]. Role playing method support all that practices.…”

Section: Paired Samples Testmentioning

confidence: 99%

“…This study want to try out an attempt to reduce cheating behavior on undergraduate student. According to Eisenberg, educators and school authorities always try to reduce student cheating behavior [23]. Some suggested steps for the school including; explains the moral standard (meaning cheating and its consequences for students), building and directing norms among peers, and build environment that refuses to cheating activity.…”

mentioning

confidence: 99%

Role Playing Method: Learning to Avoid Cheating

Khotimah¹

2016

Proceedings of the 6th International Conference on Educational, Management, Administration and Leadership

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Abstract-Nowadays a lot more teachers and educators realize that cheating increase in academic settings. Students cheat in doing their homework and exam by reading books or ask their friends. This research aim is to test the influence of role playing method toward cheating on undergraduate students. The type of this research is Quasi Experimental Research using Non Equivalent Control Group Post-test Only Design. The subjects are 3 th undergraduate student of Psychology Program at UIN Sunan Ampel Surabaya. This research take 86 subjects, divided into experimental and control groups. The treatment, role-playing method in learning given to experimental group in 3 sessions. The measurement of cheating is using Cheating Scale, which measure cheating in 3 aspects; attitude, tendency and behaviour. The test result through t-test shows that there is difference of cheating on experiment group and control group. It means that role playing method in learning influence student's cheating.

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To cheat or not to cheat: effects of moral perspective and situational variables on students' attitudes

Cited by 78 publications

References 24 publications

The Effect of Religiosity and Perception on Academic Cheating among Muslim Students in Indonesia

The Effect of Religiosity and Perception on Academic Cheating among Muslim Students in Indonesia

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Role Playing Method: Learning to Avoid Cheating

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