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  1. College Student Cheating: The Role of Motivation, Perceived Norms, Attitudes, and Knowledge of Institutional Policy.Augustus E. Jordan - 2001 - Ethics and Behavior 11 (3):233-247.
    Cheaters and noncheaters were assessed on 2 types of motivation, on perceived social norms regarding cheating, on attitudes about cheating, and on knowledge of institutional policy regarding cheating behavior. All 5 factors were significant predictors of cheating rates. In addition, cheaters were found lower in mastery motivation and higher in extrinsic motivation in courses in which they cheated than in courses in which they did not cheat. Cheaters, in courses in which they cheated, were also lower in mastery motivation and (...)
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  • Predicting the Underlying Factors of Academic Dishonesty among Undergraduates in Public Universities: A Path Analysis Approach. [REVIEW]Adesile M. Imran & Mohamad Sahari Nordin - 2013 - Journal of Academic Ethics 11 (2):103-120.
    Building on the modified theory of planned behavior (TPB), this study examined the underlying psychological motives for academic dishonesty in a sample of 250 undergraduates drawn from three selected Malaysian public universities. The results yielded additional supports for usefulness of modified TPB model in predicting academic misconduct. All components of the model exerted statistically significant effects on intention towards academic misconduct, and intention itself exerted a statistically significant impact on academic dishonesty. This suggests that students’ academic misconducts could be addressed (...)
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  • Student reports and faculty perceptions of academic dishonesty.Linda Achey Kidwell, Karen Wozniak & Jeanne Phoenix Laurel - 2003 - Teaching Business Ethics 7 (3):205-214.
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  • Attitudes Toward, and Intentions to Report, Academic Cheating Among Students in Singapore.Sean K. B. See & Vivien K. G. Lim - 2001 - Ethics and Behavior 11 (3):261-274.
    In this study, we examined students' attitudes toward cheating and whether they would report instances of cheating they witnessed. Data were collected from three educational institutions in Singapore. A total of 518 students participated in the study. Findings suggest that students perceived cheating behaviors involving exam-related situations to be serious, whereas plagiarism was rated as less serious. Cheating in the form of not contributing one's fair share in a group project was also perceived as a serious form of academic misconduct, (...)
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  • Cheating in the Community College: Generational Differences among Students and Implications for Faculty.Kathleen E. Wotring - 2007 - Inquiry (ERIC) 12 (1):5-13.
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