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  1. The Development of Social Knowledge: Morality and Convention.Elliot Turiel - 1983 - Cambridge University Press.
    Children are not simply molded by the environment; through constant inference and interpretation, they actively shape their own social world. This book is about that process. Elliot Turiel's work focuses on the development of moral judgment in children and adolescents and, more generally, on their evolving understanding of the conventions of social systems. His research suggests that social judgements are ordered, systematic, subtly discriminative, and related to behavior. His theory of the ways in which children generate social knowledge through their (...)
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  • Thinking, Fast and Slow.Daniel Kahneman - 2011 - New York: New York: Farrar, Straus and Giroux.
    In the international bestseller, Thinking, Fast and Slow, Daniel Kahneman, the renowned psychologist and winner of the Nobel Prize in Economics, takes us on a groundbreaking tour of the mind and explains the two systems that drive the way we think. System 1 is fast, intuitive, and emotional; System 2 is slower, more deliberative, and more logical. The impact of overconfidence on corporate strategies, the difficulties of predicting what will make us happy in the future, the profound effect of cognitive (...)
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  • The Development of Social Knowledge. Morality and Convention.S. J. Eggleston & Elliot Turiel - 1985 - British Journal of Educational Studies 33 (2):186.
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  • .Daniel Kahneman & Shane Frederick - 2002 - Cambridge University Press.
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  • Sophie's World: A Novel About the History of Philosophy.Jostein Gaarder - 1994 - Farrar, Straus and Giroux.
    The protagonists are Sophie Amundsen, a 14-year-old girl, and Alberto Knox, her philosophy teacher. The novel chronicles their metaphysical relationship as they study Western philosophy from its beginnings to the present. A bestseller in Norway.
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  • Sophie's World.Josten Gaarder - 1996 - Philosophy 71 (275):173-174.
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  • Exploring Academic Dishonesty among University Students in Barbados: An Extension to the Theory of Planned Behaviour. [REVIEW]Philmore Alleyne & Kimone Phillips - 2011 - Journal of Academic Ethics 9 (4):323-338.
    This paper applies Beck and Ajzen’s (Journal of Research in Personality 25:285–301, 1991 ) extended version of the theory of planned behaviour model to the decisions of students to engage in academic dishonesty (cheating and lying). The model proposes that students’ intentions to engage in dysfunctional behaviours may be influenced by attitudes, subjective norms, perceived behavioural control and moral obligation. This study was done using a survey questionnaire of 363 undergraduate students at a West Indian University. Based on the extended (...)
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  • Does academic dishonesty relate to unethical behavior in professional practice? An exploratory study.Donald D. Carpenter, Trevor S. Harding, Cynthia J. Finelli & Honor J. Passow - 2004 - Science and Engineering Ethics 10 (2):311-324.
    Previous research indicates that students in engineering self-report cheating in college at higher rates than those in most other disciplines. Prior work also suggests that participation in one deviant behavior is a reasonable predictor of future deviant behavior. This combination of factors leads to a situation where engineering students who frequently participate in academic dishonesty are more likely to make unethical decisions in professional practice. To investigate this scenario, we propose the hypotheses that (1) there are similarities in the decision-making (...)
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  • Does moral judgment go offline when students are online? A comparative analysis of undergraduates' beliefs and behaviors related to conventional and digital cheating.Jason M. Stephens, Michael F. Young & Thomas Calabrese - 2007 - Ethics and Behavior 17 (3):233 – 254.
    This study provides a comparative analysis of students' self-reported beliefs and behaviors related to six analogous pairs of conventional and digital forms of academic cheating. Results from an online survey of undergraduates at two universities (N = 1,305) suggest that students use conventional means more often than digital means to copy homework, collaborate when it is not permitted, and copy from others during an exam. However, engagement in digital plagiarism (cutting and pasting from the Internet) has surpassed conventional plagiarism. Students (...)
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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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  • Exploring the Judgment–Action Gap: College Students and Academic Dishonesty.Lori Olafson, Gregory Schraw, Louis Nadelson, Sandra Nadelson & Nicolas Kehrwald - 2013 - Ethics and Behavior 23 (2):148-162.
    This study examined differences between university students who were caught and sanctioned for cheating, students admitting to cheating but who were not caught, and students reporting that they had never cheated. Our findings showed that noncheaters are older, have better grade point averages, and have more sophisticated moral and epistemological reasoning skills. Qualitative analyses revealed that denial of responsibility and injury were the most common neutralization techniques and differed between the sanctioned and self-reported cheaters. We discuss the need to examine (...)
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  • The achieving with integrity seminar: an integrative approach to promoting moral development in secondary school classrooms.David B. Wangaard & Jason M. Stephens - 2016 - International Journal for Educational Integrity 12 (1).
    For anyone concerned about students’ moral development, academic dishonesty presents a pervasive problem but also a promising possibility. The present paper describes the theoretical and empirical underpinnings of process-oriented, four-component model approach to promoting students’ “moral functioning” related to academic integrity, and the research project currently underway that is providing Web-based professional development to teachers for using the model in their high school classrooms. In doing so, we hope to develop a scalable approach that offers teachers an opportunity to be (...)
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  • Investigating the Effects of Anger and Guilt on Unethical Behavior: A Dual-Process Approach.Daphna Motro, Lisa D. Ordóñez, Andrea Pittarello & David T. Welsh - 2018 - Journal of Business Ethics 152 (1):133-148.
    Although emotion has become one of the most popular research areas within organizational scholarship, few studies have considered its connection with unethical behavior. Using dual-process theory, we expand on the rationalist perspective within the field of behavioral ethics by considering the process through which two discrete emotions, anger and guilt, influence unethical behavior. Across two studies using different methodologies, we found that anger increases unethical behavior whereas guilt reduces unethical behavior. These effects were mediated by impulsive and deliberative processing. Overall, (...)
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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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