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  1. Non-Tracing Cases of Culpable Ignorance.Holly Smith - 2011 - Criminal Law and Philosophy 5 (2):115-146.
    Recent writers on negligence and culpable ignorance have argued that there are two kinds of culpable ignorance: tracing cases, in which the agent’s ignorance traces back to some culpable act or omission of hers in the past that led to the current act, which therefore arguably inherits the culpability of that earlier failure; and non-tracing cases, in which there is no such earlier failure, so the agent’s current state of ignorance must be culpable in its own right. An unusual but (...)
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  • Study of a Cognitive Dissonance Intervention to Address High School Students' Cheating Attitudes and Behaviors.Georgiana Shick Tryon & Edward J. Vinski - 2009 - Ethics and Behavior 19 (3):218-226.
    Forty-four high school students took part in focus-type group that used an induced hypocrisy paradigm developed from cognitive dissonance theory (Festinger, 1957) to reduce cheating behavior. Posttesting following the intervention showed that, contrary to expectations, these students' attitudes toward cheating and self-reported cheating behaviors did not decrease relative to those of 65 control participants who did not participate in the group intervention. All participants reported a greater intention to cheat in the future at posttest as well as an increase in (...)
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  • Culpable ignorance.Holly Smith - 1983 - Philosophical Review 92 (4):543-571.
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  • Cheating in Academic Institutions: A Decade of Research.Kenneth D. Butterfield, Linda Klebe Trevino & Donald L. McCabe - 2001 - Ethics and Behavior 11 (3):219-232.
    This article reviews 1 decade of research on cheating in academic institutions. This research demonstrates that cheating is prevalent and that some forms of cheating have increased dramatically in the last 30 years. This research also suggests that although both individual and contextual factors influence cheating, contextual factors, such as students' perceptions of peers' behavior, are the most powerful influence. In addition, an institution's academic integrity programs and policies, such as honor codes, can have a significant influence on students' behavior. (...)
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  • Making our Measures Match Perceptions: Do Severity and Type Matter When Assessing Academic Misconduct Offenses?Thomas H. Stone, Jennifer L. Kisamore, I. M. Jawahar & Jocelyn Holden Bolin - 2014 - Journal of Academic Ethics 12 (4):251-270.
    Traditional approaches to measurement of violations of academic integrity may overestimate the magnitude and severity of cheating and confound panic with planned cheating. Differences in the severity and level of premeditation of academic integrity violations have largely been unexamined. Results of a study based on a combined sample of business students showed that students are more likely to commit minor cheating offenses and engage in panic-based cheating as compared to serious and planned cheating offenses. Results also indicated there is a (...)
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  • Classroom cheating among natural science and engineering Majors.Donald L. McCabe - 1997 - Science and Engineering Ethics 3 (4):433-445.
    The topic of cheating among college students has received considerable attention in the education and psychology literatures. But most of this research has been conducted with relatively small samples and individual projects have generally focused on students from a single campus. These studies have improved our understanding of cheating in college, but it is difficult to generalize their findings and it is also difficult to develop a good understanding of the differences that exist among different academic majors. Understanding such differences (...)
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  • The measurement of moral judgment.Anne Colby - 1987 - New York: Cambridge University Press. Edited by Lawrence Kohlberg.
    This long-awaited two-volume set constitutes the definitive presentation of the system of classifying moral judgment built up by Lawrence Kohlberg and his associates over a period of twenty years. Researchers in child development and education around the world, many of whom have worked with interim versions of the system, indeed, all those seriously interested in understanding the problem of moral judgment, will find it an indispensable resource. Volume I reviews Kohlberg's stage theory, and the by-now large body of research on (...)
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  • Cheating in Advantaged High Schools: Prevalence, Justifications, and Possibilities for Change.Mollie K. Galloway - 2012 - Ethics and Behavior 22 (5):378 - 399.
    The current study explored high school student cheating in communities of advantage, gathering survey data from 4,316 high school students in upper middle class communities and qualitative data from a smaller group of students, school leaders, teachers, and parents. Results indicated pervasive cheating among students (93% reported cheating at least once and 26% of upperclassmen indicated cheating in 7 or more of 13 ways listed on the survey). Students described schools as lacking clarity or consequences regarding cheating and expressed feeling (...)
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  • Perception of cheaters: The role of past and present academic achievement.Joshua M. Feinberg - 2009 - Ethics and Behavior 19 (4):310 – 322.
    Participants ( N = 151) rated a fictitious student who may have cheated on an exam. The student's description varied on prior academic performance (low achieving, average achieving, or high achieving) and exam grade (65 or 95). Participants' attitudes were most negative toward the low-achieving student who was also most likely to be perceived as cheating. However, participants recommended harsher punishments for students who scored a 95 regardless of prior academic achievement. Finally, a significant interaction indicated more negative attitudes and (...)
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  • Why Do College Students Cheat?Mark G. Simkin & Alexander McLeod - 2010 - Journal of Business Ethics 94 (3):441 - 453.
    More is known about the pervasiveness of college cheating than reasons why students cheat. This article reports the results of a study that applied the theory of reasoned action and partial least squares methodology to analyze the responses of 144 students to a survey on cheating behavior. Approximately 60% of the business students and 64% of the non-business students admitted to such behavior. Among cheaters, a "desire to get ahead" was the most important motivating factor - a surprising result given (...)
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  • Methods of cheating and deterrents to classroom cheating: An international study.Richard A. Bernardi, Ania V. Baca, Kristen S. Landers & Michael B. Witek - 2008 - Ethics and Behavior 18 (4):373 – 391.
    This study examines the methods students use to cheat on class examinations and suggests ways of deterring using an international sample from Australia, China, Ireland, and the United States. We also examine the level of cheating and reasons for cheating that prior research has highlighted as a method of demonstrating that our sample is equivalent to those in prior studies. Our results confirm the results of prior research that primarily employs students from the United States. The data indicate that actions (...)
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  • Imitation Is the Sincerest Form of Cheating: The Influence of Direct Knowledge and Attitudes on Academic Dishonesty.David A. Rettinger, Kristina Ryan, Kristopher Fulks, Anna Deaton, Jeffrey Barnes & Jillian O'Rourke - 2010 - Ethics and Behavior 20 (1):47-64.
    What effect does witnessing other students cheat have on one's own cheating behavior? What roles do moral attitudes and neutralizing attitudes (justifications for behavior) play when deciding to cheat? The present research proposes a model of academic dishonesty which takes into account each of these variables. Findings from experimental (vignette) and survey methods determined that seeing others cheat increases cheating behavior by causing students to judge the behavior less morally reprehensible, not by making rationalization easier. Witnessing cheating also has unique (...)
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  • To cheat or not to cheat: effects of moral perspective and situational variables on students' attitudes.Jacob Eisenberg - 2004 - Journal of Moral Education 33 (2):163-178.
    One hundred and ninety‐six Israeli middle‐school students participated in a study that explored the effects of moral orientation (moral versus conventional)and of three situational variables on attitudes toward two types of cheating in school exams—copying from others (‘active’)and letting others copy (‘passive’). Several vignettes that were comprised of different combinations of the three situational variables—exam importance, supervision level and peers' norms—were used as the main instrument. It was found that a‐morally oriented students approved significantly more of cheating than morally oriented (...)
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  • Standard issue scoring manual.Anne Colby - 1987 - In The measurement of moral judgment. New York: Cambridge University Press.
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