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  1. Attitudes and Behaviors Related to Academic Dishonesty: A Survey of Taiwanese Graduate Students.Shu Ching Yang - 2012 - Ethics and Behavior 22 (3):218 - 237.
    This study examined academic dishonesty (AD) of 586 Taiwanese graduate students, the relationship between students' AD and their perceptions of AD of their peers, and their judgments regarding the seriousness of AD. Results showed that female students were more critical of AD than their male counterparts were in the areas of fraudulence, plagiarism, and falsification. Male students demonstrated more awareness of peer involvement in AD in the area of falsification than did female students. Master's students confessed to greater involvement in (...)
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  • The theory of planned behavior as a model of academic dishonesty in engineering and humanities undergraduates.Trevor S. Harding, Matthew J. Mayhew, Cynthia J. Finelli & Donald D. Carpenter - 2007 - Ethics and Behavior 17 (3):255 – 279.
    This study examines the use of a modified form of the theory of planned behavior in understanding the decisions of undergraduate students in engineering and humanities to engage in cheating. We surveyed 527 randomly selected students from three academic institutions. Results supported the use of the model in predicting ethical decision-making regarding cheating. In particular, the model demonstrated how certain variables (gender, discipline, high school cheating, education level, international student status, participation in Greek organizations or other clubs) and moral constructs (...)
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  • Academic Integrity in an Online Culture: Do McCabe’s Findings Hold True for Online, Adult Learners?Laura Harris, Douglas Harrison, Darragh McNally & Cristi Ford - 2019 - Journal of Academic Ethics 18 (4):419-434.
    This study examines how the self-reported cheating behaviors of students from a single large institution serving primarily adult students in online courses differ from those previously reported in large-scale studies of academic integrity among traditional-age college students. Specifically, the research presented here demonstrates that students at a large online university are no more likely to engage in most forms of cheating than the traditional-age students in residential institutions studied by Donald McCabe in his seminal research on academic integrity. Relatedly, our (...)
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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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  • 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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  • (1 other version)Use of the Social Cognitive Theory to Frame University Students’ Perceptions of Cheating.Maria T. Wessel, Theresa M. Enyeart Smith & Audrey J. Burnett - 2016 - Journal of Academic Ethics 14 (1):49-69.
    The purpose of this qualitative study was to examine the perceptions related to ethics and cheating among a representative sample of primarily female undergraduate students, compared to trends reported in the literature. Focus groups were organized to discuss nine scripted questions. Transcripts and audiotapes were analyzed and four main themes emerged: demographics of those who cheat, students’ perceptions of cheating, the role of technology in cheating, and consequences of cheating, including students’ attitudes and behaviors related to reporting cheating incidents. Bandura’s (...)
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  • Do Birds of a Feather Cheat Together? How Personality and Relationships Affect Student Cheating.Alex J. Scrimpshire, Thomas H. Stone, Jennifer L. Kisamore & I. M. Jawahar - 2017 - Journal of Academic Ethics 15 (1):1-22.
    Academic misconduct is widespread in schools, colleges, and universities and it appears to be an international phenomenon that also spills over into the workplace. To this end, while a great deal of research has investigated various individual components such as, demographic, personality and situational factors that contribute to cheating, research has yet to examine why students help others cheat and which students are being asked to help others cheat. In this study, we investigated if the closeness of the relationship to (...)
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  • Individual differences in workplace deviance and integrity as predictors of academic dishonesty.Gale M. Lucas & James Friedrich - 2005 - Ethics and Behavior 15 (1):15 – 35.
    Meta-analytic findings have suggested that individual differences are relatively weaker predictors of academic dishonesty than are situational factors. A robust literature on deviance correlates and workplace integrity testing, however, demonstrates that individual difference variables can be relatively strong predictors of a range of counterproductive work behaviors (CWBs). To the extent that academic cheating represents a kind of counterproductive behavior in the work role of "student", employment-type integrity measures should be strong predictors of academic dishonesty. Our results with a college student (...)
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  • Dishonesty in academics and business: A cross-cultural evaluation of student attitudes. [REVIEW]Paul W. Grimes - 2004 - Journal of Business Ethics 49 (3):273-290.
    This study presents the findings from aninternational survey of college students whichexamined perceptions and attitudes towarddishonesty in academic and business contexts. Data were collected from undergraduate studentsstudying business and economics in eighttransitional economies of Eastern Europe andCentral Asia and from students in the UnitedStates. The results indicate that academiccheating is a common activity in all of thecountries surveyed. Even though most studentsreported fearing the punishment of beingcaught, substantial numbers of studentsindicated that academic cheating is sociallyacceptable and not ethically wrong. When (...)
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  • Application of the Theory of Planned Behavior in Academic Cheating Research–Cross-Cultural Comparison.Agata Chudzicka-Czupała, Damian Grabowski, Abby L. Mello, Joana Kuntz, Daniela Victoria Zaharia, Nadiya Hapon, Anna Lupina-Wegener & Deniz Börü - 2016 - Ethics and Behavior 26 (8):638-659.
    The study is an intercultural comparison of the theory of reasoned action and the theory of planned behavior (original and modified versions) to predict students’ intentions for academic cheating. The sample included university students from 7 countries: Poland, Ukraine, Romania, Turkey, Switzerland, United States, and New Zealand. Across countries, results show that attitudes, perceived behavioral control, and moral obligation predict students’ intentions to engage in academic dishonesty in the form of cheating. The extended modified version of the theory of planned (...)
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  • Does Bad Company Corrupt Good Morals? Social Bonding and Academic Cheating among French and Chinese Teens.Elodie Gentina, Thomas Li-Ping Tang & Qinxuan Gu - 2017 - Journal of Business Ethics 146 (3):639-667.
    A well-known common wisdom asserts that strong social bonds undermine delinquency. However, there is little empirical evidence to substantiate this assertion regarding adolescence academic cheating across cultures. In this study, we adopt social bonding theory and develop a theoretical model involving four social bonds and adolescence self-reported academic cheating behavior and cheating perception. Based on 913 adolescents in France and China, we show that parental attachment, academic commitment, and moral values curb academic cheating; counterintuitively, peer involvement contributes to cheating. We (...)
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  • The Influence of Unethical Peer Behavior on Observers' Unethical Behavior: A Social Cognitive Perspective. [REVIEW]Michael J. O’Fallon & Kenneth D. Butterfield - 2012 - Journal of Business Ethics 109 (2):117-131.
    The relationship between unethical peer behavior and observers’ unethical behavior traditionally has been examined from a social learning perspective. We employ two additional theoretical lenses, social identity theory and social comparison theory, each of which offers additional insight into this relationship. Data from 600 undergraduate business students in two universities provide support for all the three perspectives, suggesting that unethical behavior is influenced by social learning, social identity, and social comparison processes. Implications for managers and future research are discussed.
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  • Cultural values, plagiarism, and fairness: When plagiarism gets in the way of learning.Niall Hayes & Lucas Introna - 2005 - Ethics and Behavior 15 (3):213 – 231.
    The dramatic increase in the number of overseas students studying in the United Kingdom and other Western countries has required academics to reevaluate many aspects of their own, and their institutions', practices. This article considers differing cultural values among overseas students toward plagiarism and the implications this may have for postgraduate education in a Western context. Based on focus-group interviews, questionnaires, and informal discussions, we report the views of plagiarism among students in 2 postgraduate management programs, both of which had (...)
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  • (1 other version)Social Predictors of Business Student Cheating Behaviour in Chinese Societies.Anna P. Y. Tsui & H. Y. Ngo - 2016 - Journal of Academic Ethics 14 (4):281-296.
    Cheating is a serious issue among business students worldwide. However, research investigating the social factors that may help prevent cheating in Chinese higher education is rare. The present study examined two key social relationship factors of perceived teacher-student relationships and peer relationships by the students. It attempted to build a model which addressed the effects of two variables on Chinese business students’ cheating behaviour: the teacher’s approachability and the relationship goal of the students. Two important social influence factors were also (...)
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  • (2 other versions)Ethical orientations of future greek business people: Is anomia responsible for deviant ethical attitudes?Eleonora Karassavidou & Niki Glaveli - 2007 - Business Ethics, the Environment and Responsibility 16 (2):114–123.
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  • A relativistic approach to moral judgment in individuals: Review and reinterpretation.Peter E. Mudrack & E. Sharon Mason - 2020 - Business Ethics: A European Review 29 (2):403-416.
    Business Ethics: A European Review, EarlyView.
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  • (1 other version)Social Predictors of Business Student Cheating Behaviour in Chinese Societies.H. Y. Ngo & Anna P. Y. Tsui - 2016 - Journal of Academic Ethics 14 (4):281-296.
    Cheating is a serious issue among business students worldwide. However, research investigating the social factors that may help prevent cheating in Chinese higher education is rare. The present study examined two key social relationship factors of perceived teacher-student relationships and peer relationships by the students. It attempted to build a model which addressed the effects of two variables on Chinese business students’ cheating behaviour: the teacher’s approachability and the relationship goal of the students. Two important social influence factors were also (...)
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  • (1 other version)Use of the Social Cognitive Theory to Frame University Students’ Perceptions of Cheating.Audrey J. Burnett, Theresa M. Enyeart Smith & Maria T. Wessel - 2016 - Journal of Academic Ethics 14 (1):49-69.
    The purpose of this qualitative study was to examine the perceptions related to ethics and cheating among a representative sample of primarily female undergraduate students, compared to trends reported in the literature. Focus groups were organized to discuss nine scripted questions. Transcripts and audiotapes were analyzed and four main themes emerged: demographics of those who cheat, students’ perceptions of cheating, the role of technology in cheating, and consequences of cheating, including students’ attitudes and behaviors related to reporting cheating incidents. Bandura’s (...)
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  • Beyond silence or compliance: The complexities of reporting a friend for misconduct.Megan F. Hess, Linda K. Treviño, Anjier Chen & Rob Cross - 2019 - Business Ethics: A European Review 28 (4):546-562.
    Business Ethics: A European Review, EarlyView.
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  • “Don't try to teach me, I got nothing to learn”: Management students' perceptions of business ethics teaching.Guillermina Tormo‐Carbó, Victor Oltra, Katarzyna Klimkiewicz & Elies Seguí‐Mas - 2019 - Business Ethics: A European Review 28 (4):506-528.
    Business Ethics: A European Review, EarlyView.
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  • (2 other versions)Ethical orientations of future Greek business people: is anomia responsible for deviant ethical attitudes?Eleonora Karassavidou & Niki Glaveli - 2007 - Business Ethics 16 (2):114-123.
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  • Moral Reasoning in Computer-Based Task Environments: Exploring the Interplay between Cognitive and Technological Factors on Individuals' Propensity to Break Rules. [REVIEW]Jeffrey A. Roberts & David M. Wasieleski - 2012 - Journal of Business Ethics 110 (3):355-376.
    This study examines the relationship between cognitive moral development (CMD), productivity features of information technology (IT) and unethical behavior or misconduct. Using an experimental design that randomly assigns subjects to one of four unique technology conditions, we assess the relationship between a subjects' predominant level of CMD and ethical misconduct on IT-oriented work tasks. Our results show that both higher levels of CMD and increased levels of IT productivity features at one's disposal have a significant role to play in explaining (...)
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  • Forced-Choice Personality Measures and Academic Dishonesty: a Comparative Study.Nhung T. Hendy - 2017 - Journal of Academic Ethics 15 (4):293-306.
    Extant research has shown personality to be a predictor of engagement in academic dishonesty. The current study seeks to determine whether the type of personality measure affects predictive efficacy by comparing single stimulus and forced-choice measures of personality using a sample of 278 undergraduate students in two U.S. universities. Students scoring high on conscientiousness reported as engaging in fewer academic cheating behaviors than those scoring low on conscientiousness regardless of whether conscientiousness was measured using the forced-choice or single stimulus scale (...)
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