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The Student-Instructor Relationship's Effect on Academic Integrity
Abstract
In this study, I surveyed students' evaluative perceptions of instructor behavior and their possible influence on academic dishonesty. Slightly over 20% of 1,369 student respondents admitted to academic dishonesty in at least 1 class during 1 term at college. Students who admitted to acts of academic dishonesty had lower overall evaluations of instructor behavior than students who reported not committing academic dishonesty. Implications for student learning and the enhancement of academic integrity in the classroom are discussed.
... In 1997; Diekhoff et al. 1999;Haines et al. 1986;Hall and Kuh 1998;Harmon and Lambrinos 2008;Harvey et al. 2017;Hutton 2006;Jordan 2001;McCabe 1992;McCabe and Trevino 1993;Rettinger and Jordan 2005;Rettinger et al. 2004;Rettinger and Kramer 2009;Roig and Ballew 1994;Stearns 2001;Vandehey et al. 2007;Whitley 1998;Wrightsman 1959). A student may define their motivation as coming either from inside them (internal) or outside them (external). ...
... Hutton (2006), among others, claims that the cost-benefit analysis of cheating favors cheating, regardless of the penalty, because the chance of being caught is so low. While the estimates of the prevalence of cheating vary from study to study (and from sample to sample), the studies referenced in this article tend to find that more SN Soc Sci (2021) than half (between 50 and 75%) of students report cheating at least once during their time in college, and that this number is lower for any given student in any given semester (Stearns 2001 cites surveys showing a range between 65 and 100%). As multiple authors (see for examples Hall and Kuh 1998;Herman 1966;Mixon 1996;Stearns 2001) report, students who cheat fall into at least two categories: the opportunistic or panic cheater and the habitual, pre-meditated cheater. ...
... While the estimates of the prevalence of cheating vary from study to study (and from sample to sample), the studies referenced in this article tend to find that more SN Soc Sci (2021) than half (between 50 and 75%) of students report cheating at least once during their time in college, and that this number is lower for any given student in any given semester (Stearns 2001 cites surveys showing a range between 65 and 100%). As multiple authors (see for examples Hall and Kuh 1998;Herman 1966;Mixon 1996;Stearns 2001) report, students who cheat fall into at least two categories: the opportunistic or panic cheater and the habitual, pre-meditated cheater. This may help explain differences in the upper and lower bounds of that range. ...
A great deal of research exists on why students cheat, and somewhat less on why faculty ignore it, but very little has considered the role of administrators in the production of academic integrity on campuses. This paper presents a formal model of the interaction between faculty members and between faculty and administration, and how the latter affects the former. While administrators may think that their public words outweigh their actions, their actions create observable patterns which can strongly discourage faculty from enforcement of academic integrity, if administrators subject the outcomes to promoting other purposes.
... Teachers accept the responsibility and importance of their task in cheating prevention, although their activity in preventing cheating is reduced to a warning, and there are no significant sanctions for students who cheat (Štambuk, Maričić, Hanzec, 2015). Students are less likely to cheat on subject exams where they have developed a personal and trustworthy relationship with the teacher (Bluestein, 2015;Stearns, 2001), therefore, teachers should treat students with respect and emphasize all the good qualities of students, not just judge and criticize students according to the achieved evaluation results, i.e. grades. Students blame their teachers for cheating, pointing out that they are more likely to cheat when their teachers are boring, hostile, and disorganized (Evans and Craig, 1990;Genereax and McLeod, 1995;Stearns, 2001;Wentzel, 1997). ...
... Students are less likely to cheat on subject exams where they have developed a personal and trustworthy relationship with the teacher (Bluestein, 2015;Stearns, 2001), therefore, teachers should treat students with respect and emphasize all the good qualities of students, not just judge and criticize students according to the achieved evaluation results, i.e. grades. Students blame their teachers for cheating, pointing out that they are more likely to cheat when their teachers are boring, hostile, and disorganized (Evans and Craig, 1990;Genereax and McLeod, 1995;Stearns, 2001;Wentzel, 1997). A study of high school students showed that teachers are important external academic motivators, and as such, are essential in the prevalence of cheating of high school students (Murdock, Hale, & Weber, 2001). ...
In line with the current situation caused by the Covid-19 pandemic, there was a need to organize classes in virtual classrooms, which are becoming a place of educational strategy. Teachers need to reconceptualize the fundamental issues of teaching, learning and assessment in non-traditional, virtual classrooms, and are faced with many problems of conducting and organizing the teaching process. The problem of evaluation is especially pronounced, partly due to doubts about the integrity of students, but also due to the actual evaluation process in the online environment. The aim of this research is to examine the incidence in Math classes in the virtual classroom – during exams, while doing homework and project work, with regard to the age and gender of students. The research showed a statistically significant difference on the scale of cheating in exams in Math organized online of female students in comparison to male students, establishing that female students cheat to a greater extent in online organized exams than male students. It was shown that there is no statistically significant difference in the prevalence of cheating of lower secondary school students in online organized exams compared to higher grade students.
... First, cheating at universities is common. In a review of 46 studies, an average of 70 per cent of students were found to have cheated at least once at university (Stearns, 2001). Second, differing types of assessment lead to differing levels of cheating. ...
... Furthermore, student outcomes such as learning, satisfaction, engagement and interest were also negatively correlated with cheating. As with other research into online cheating and cheating in general, this study found a high rate of cheating, 60 per cent, which is higher than some reported studies on cheating but lower than some other research (Stearns, 2001). Much research suggests that the type of assessment has a strong effect on cheating. ...
Purpose
This paper looks at a particular type of cheating that occurs in an online university setting. That is, when students who have a connection from outside the online learning environment conspire to cheat together. It measures the correlations between student variables and cheating, instructional variables and cheating, and learning outcomes and cheating. The purpose is to understand the relationships between these factors and cheating, in the hope that the multifaceted nature of academic dishonesty can be better understood.
Design/methodology/approach
This study surveyed a group of students (n = 88) who participated in cyber university classes in South Korea. The study investigates the correlations between student characteristics, student attitudes, instructional design, lecture quality, and learning outcomes with cheating.
Findings
The research looks at correlations between stable demographic factors and student attitudes towards cheating and finds no strong relationships. On the other hand, this study finds statistically significant negative correlations between instructional design quality and cheating, and lecture quality and cheating. This shows that instructors can affect the amount their students cheat through improving the quality of their courses. Also, there was a significant relationship between students’ levels of learning, satisfaction, engagement and interest and cheating.
Originality/value
Looking at cheating from a variety of angles within a single research agenda gives a clear understanding to instructors as to how cheating in their class will manifest, and how it will negatively impact the quality of a student's experience.
... Thus, it is not surprising that cheating is more prevalent when courses are poorly designed or faculty do not make instruction relevant to students (Teodorescu and Andrei 2009). Poor assessment practices, such as failing to proctor exams, are also to blame (Stearns 2001). The good news regarding these findings is that faculty have the power to reduce cheating by utilizing effective course design principles and assessment practices that discourage cheating. ...
... In addition to improving course design and assessment practices, strengthening student-teacher relationships can also help prevent academic integrity violations, as research indicates that cheating is less likely to occur when faculty gain students' respect (Stearns 2001). Stearns identified several researchbased methods that faculty can use to foster student-instructor relationships such as being nice, personable, smiling, and communicating with students at close proximity. ...
Although work in the science, technology, engineering, and mathematics (STEM) fields underlies the
innovations that characterize living in the age of information, some research points to a public distrust of
science and technologists. While distrust may partly result from larger social trends, the public’s trust in
science also relies on the integrity of individuals in STEM fields. Most often academic integrity is
discussed in terms of cheating and plagiarism violations. However, given the need for STEM profes-
sionals to act ethically, any definition of academic integrity in STEM should reflect professional standards
for ethical practice. This chapter reviews these standards and discusses how they can inform conceptu-
alizations of and policies around academic integrity in STEM education. The chapter also explores the
prevalence of and causes underlying academic integrity violations in STEM and examines the methods
for promoting academic integrity among STEM students. The chapter concludes by identifying research
directions that may inform efforts to promote integrity among STEM students and professionals.
... Students echoed concerns raised in prior work about the lack of immediacy in online environments. Long linked to academic dishonesty (See Stearns, 2001), students who feel less of a connection with their instructor report increased cheating behavior. Bialowas and Steimel (2019) suggest the need for increased audio and video in the online classroom to build teacher immediacy and social presence. ...
Implementation of online education pedagogy and practice has expanded rapidly at colleges and universities in recent years, most notably in response to COVID-19. This innovative teaching/learning modality provides benefits to both faculty and students through dynamic teaching/learning content, immense flexibility, and technological investments to support teaching and learning. Academic dishonesty in higher education is a persistent concern emphasized and extensively explored in traditional face-to-face courses, less so in online learning environments. The present work, drawing on a large sample of students and faculty (n=1,640) at a Midwestern university, employs an esurvey and both qualitative and quantitative responses on cheating behavior in the emergent area of online courses/online education. Results expose significant faculty and student disagreement and uncertainty about cheating behaviors in the online environment. Academic integrity is essential to fair and equitable high-quality higher education. The stakes are high to better understand the transformative shifts in academic dishonesty occurring in the online educational environment.
... Barbaranelli et al. (2018) and Bashir & Bala (2018) assert that academic dishonesty is a multicultural universal phenomenon. In India, for example Stearns (2001) note that over 20% of 1,369 research participants agreed to academic dishonesty. A study conducted in Australia examined 150,000 students over eight years and found that 65% of the students reported academic dishonesty in at least one of the study's parameters (Duff et al., 2006). ...
Education has been recognized globally as an essential weapon for attaining economic, social, and political development in any nation. Education is a fundamental tool in achieving sustainable development. Academic integrity is the act of honesty, trust, and responsibility that the academic community exhibits. Institutions of higher learning embrace an eminent institutional culture by providing quality assurance structures that take cognizance of the inputs, processes, and outputs of the entire learning process nurturing academic integrity. This is because academic integrity gives students and faculty the flexibility to develop new ideas, knowledge, and creative works while also appreciating and acknowledging others' efforts. This paper explored the question of academic integrity in the context of sustainable development in universities in Kenya. A mixed research approach and a cross-sectional design were adopted. A total of 550 respondents were approached for the study. The authors adopted primary and secondary data collection tools to collect data from undergraduate and postgraduate students using simple random sampling. They specifically analyzed documents and collected primary data on forms of academic integrity violation, ways of engaging in academic violations, punishment, and preventive strategies for academic violations. Well-defined strategies, information literacy programmes, ethical policies, good leadership, proper guidelines, mentorship, customized technology, and authentic assessment are seen to be catalysts for promoting academic integrity. While lack of proper strategies, weak policies, fear of failure, and insufficient mentorship inhibit academic integrity standards and practices which negatively influence the acquisition of relevant soft and hard skills needed in the industry. The authors developed an academic integrity framework for consideration by universities in Kenya and beyond. These findings may be used to support relevant policy development in academic institutions. Universities may also benefit by implementing or adapting the proposed academic integrity framework.
... Moreover, students' impressions that oral exams with peers contributed to a sense of community in the course (Table IV) further suggest that the immediacy of interactions and connections afforded by the assessment modality led to an enhanced sense of social and academic belonging among students (reduced sense of detachment and despondence), and thus a higher likelihood of adherence to community principles [105]- [109]. Students' positive perceptions that their examiner cared, following the instructional-team-led oral exams (Table III), may likewise have contributed to strengthening academic integrity in the course, as respectful caring relationships generally signify a disinclination to cheat and betray [106]- [108], [110], [111]. ...
... These skills also have an impact on building and maintaining meaningful teacher-student relationships (Carstensen et al., 2019), which positively influence the students' engagement and achievement (Roorda et al., 2011). Previous research has shown that cheating amongst university students is lower when the instructor is evaluated positively (Stearns, 2001) in terms of teacher-student relationships and enthusiasm (Orosz et al., 2015). Building on these findings, meaningful teacher-student relationships might decrease the triggers of negative teachers' emotions, as students who are satisfied with their teachers are less likely to cheat on, copy, or lie about their homework and complete it more reliably. ...
Emotions are an important factor influencing teaching behavior and teaching quality. Previous studies have primarily focused on teachers’ emotions in the classroom in general, rather than focusing on a specific aspect of teaching such as homework practice. Since emotions vary between situations, it can be assumed that teachers’ emotions also vary between the activities that teachers perform. In this study, we therefore focus on one specific teacher activity in our study, namely homework practice. We explore teachers’ emotions in homework practice and their antecedents. Methodologically, semi-structured interviews were conducted with 23 Swiss secondary school teachers teaching German and analysed using structuring qualitative content analysis. The results show that teachers experience a variety of positive and negative emotions related to homework practice, with positive emotions predominating. According to the teachers’ reflections, the antecedents of their emotions could be attributed to the context (e.g., conditions at home), teacher behavior and (inner) demands (e.g., perceived workload) and student behavior (e.g., learning progress). Implications for teacher education and training are discussed.
... This transformative process may be enhanced through the support of Indigenous student centres, which research confirms have a positive effect on outcomes for students who openly identify as Indigenous (Timmons, 2013;Wesley-Esquimaux and Bolduc, 2014). This culturally relevant form of academic and social support may help prevent academic misconduct, as relationships within the academic community have been shown to mitigate risks of academic misconduct (Cole and Kiss, 2000;Stearns, 2001;Palazzo et al., 2010). For Indigenous ...
The international literature on academic integrity in post-secondary environments considers various points of view, but the perspectives of First Nations, Inuit, and Métis Peoples in the nation now known as Canada are acutely underrepresented. Using talking circle and art-based inquiry methods, this qualitative research explores the views of Indigenous faculty, staff, administrators, and graduates affiliated with a mid-sized post-secondary institution in British Columbia, Canada. Through the imagery of the Medicine Wheel, this study reveals a holistic vision of academic integrity that emphasises relationships with people and knowledge. The implications of this relational paradigm are discussed, including responses to academic misconduct that preference educative opportunities, consider intent, and enable restorative justice. The contrast between the perspectives of the Indigenous participants and the neoliberal paradigm, which foregrounds many academic integrity policies, is examined. The findings further underscore ways in which prevailing approaches may inhibit integrity by fostering systemic, social, and pedagogical barriers to developing a relationship with knowledge. This study adds Indigenous voices to the research literature and provides an entry point for considering how Indigenous perspectives may inform more inclusive and equitable approaches to academic integrity.
... When students view their lecturers positively, they are less likely to engage in academic dishonesty practices (Stearns, 2001), which again highlights the importance of a relational approach to teaching. Other practices by academics that can lead to less academic dishonesty are through developing specific materials related to academic integrity and having open discussions on contract and other forms of cheating (Bretag, et al., 2019). ...
Academic integrity is an ongoing concern in higher education. Research dating back to the 1960s shows students self-reporting cheating, and with the advent of more online education, concerns about the integrity of degrees have become even more widespread. Due to this concern about academic integrity, especially in view of the changes brought about by COVID-19, I launched a research project that aimed to holistically understand how academics understand and teach academic integrity and institutional policies around academic integrity, and how these policies are employed through analysing five years’ worth of student disciplinary records at a distance education university. I interviewed twenty-eight academics and academic managers and analysed sixty-six documents, as well as 3 383 student disciplinary records. Flowing from that larger project, I argue in this paper that there has not yet been institutionalisation of academic integrity at this university. I end by offering suggestions for how institutionalisation could occur.
... Why HEIs do not develop such instruments, which appear to be within their power, to promote academic integrity, hold those responsible for misconduct to account and forestall possible recurrence of it requires further research, which was not the scope of the study. It is high time, however, they realized the fact that winking at faculty involvement in unethical acts and sidestepping student wrongdoing creates a 'cheating culture' in which faculty oversight and students' involvement in wrong practices are perceived to be given and acceptable (Davis et al., 1992;Kaplan & Mable, 1998;Molnar, 2015;Stearns, 2001). Nepali HEIs are vulnerable to such culture, which was a central worry among most of the respondents. ...
Education creates new knowledge and skills necessary for a society’s advancement and transformation by transmitting cultural heritage from one generation to the next and adding innovation to traditional knowledge.
The transfer of knowledge and skills takes place tacitly as well as explicitly. The modern education system, symbolized by schools, universities and academies, has evolved to generate and impart knowledge and skills explicitly. This evolution draws as much on the reflections of the past (of traditional education) as on the needs of the present and challenges of the future.
While the ancient/traditional system centred around moral education (drawing on traditional customs and religion), at the heart of the modern education system is innovation, which is triggered by the fusion of science and technology under the aegis of educational institutions, primarily universities.
Innovation requires new knowledge generated through research that maintains a high degree of academic integrity, a state characterized by a research process that is ‘morally’ or ‘ethically’ right and ‘scientifically’ robust. While a research study sound in academic integrity is believed to produce credible knowledge, a study that compromises academic integrity is doubted to be reliable.
Innovative knowledge helps build the human capital that serves as the principal determinant of growth and prosperity. The human resources that are informed of overall sociopolitical contexts and issues and market dynamics are the human capital on which the foundation of economic development rests. Such human resources also serve as a trigger for innovation.
How Nepal’s Higher Education Institutions (HEIs) fare in terms of innovative knowledge generation is a matter of public concern. As the centre of research and excellence, they are expected to have an enabling environment. If they are found wanting, they should create one. The research study was undertaken with this curiosity and expectation by situating research practices of HEIs in the history of Nepal’s higher education and the institutional and normative arrangements that have been developed over the decades.
Using institutional theory as a conceptual guide, the study aimed to explore how the higher education institutions in Nepal would fare in terms of the research continuum from knowledge generation to dissemination; what factors – ethical, legal, procedural or otherwise – would tolerate academic misconduct, including unethical research practices; and what measures would contribute to creating an enabling environment for ethical academic research.
The study concludes that the level of knowledge and understanding of research ethics among researchers and scholars determines the level of their involvement in academically dishonest behaviour. While informed knowledge of research ethics contributes to the institutionalization of research culture, the absence of such knowledge results in dishonesty in research. The study finds a number of cases and inferences of dishonest acts besetting research in Nepal’s HEIs.
Research regulatory mechanisms are scattered and short of internationally established frameworks, more so in the case of those dealing with academic integrity. Political influence is perceived to add to the state of legal insufficiency (gap) and contribute to the perpetuation of dishonest behaviour by complicating the implementation of available instruments.
Academics, the finding of this study has it, believe that intensive discussions, regular discourse and sharing on various aspects of ethics and integrity can build a robust academic and research culture, in which cheating and dishonest acts find no space. So do students and researchers. However, such educational and awareness opportunities are almost non-existent. This lacking indicates that HEI authorities do not consider a violation of research ethics as a serious issue. Even those in supervisory roles are found not to be serious and sincere in fulfilling their responsibilities. All this has resulted in missed opportunities to build an enabling environment for ethical research.
Plagiarism, data fabrication, disingenuous co-authorship and fake ethical approval are some of the unethical practices found to be common in Nepali academia. However, HEIs seem to lack the courage or motivation to investigate such practices and hold those responsible to account. Some allegations have been investigated and responded to. However, the response is not perceived to be enough to deter such practices.
Existing recruitment policies and metrics, which focus more on quantity than on quality, are found to dissuade quality graduates from getting on board, and, in so doing, prevent fresh ideas and energies from entering the system that requires such ideas to cross the ‘chasm point’, as it is called in innovation theory, and ensure a paradigm shift in the workings of HEIs
To address the issues observed and identified, the study makes the following recommendations to the government of Nepal and HEI authorities. Together, these recommendations offer immediate remedies as well as long-term solutions to the issues involved.
a. HEIs should make it mandatory across the board to educate and coach fresh researchers and students about the basics of academic ethics. What constitutes dishonesty, and how to detect and report it should be integral to such education. Faculties and supervisors should, likewise, be reminded of their responsibility to create an ethically sound environment within HEIs they are associated with and trained and refreshed as necessary to enable them to do so. Such education, coaching and sensitization should be part of HEIs’ academic calendar.
b. Develop policies, systems and legal instruments to deal with various facets of dishonesty at various levels. Such policies and instruments should be clear, focused and enforceable within the scope of work of the institution concerned.
c. Create an environment for the system of meritocracy-based recruitment both for academic and administrative positions. Other considerations, such as political influence and connections, do not enable academia to create the foundation it requires to achieve academic excellence, which all HEIs aspire to.
d. Develop a policy promoting zero tolerance against academic dishonesty in each institution. To this end, the practice of peer reporting should be institutionalised, cases of allegations should be investigated with due priority and those found guilty should be held accountable without any favour.
e. Establish an autonomous office of academic integrity (OAI) as an apex entity to govern and oversee all ethical issues and complaints of all HEIs and RIs. The OAI should be empowered to operate both preventive and curative measures needed to ensure academic integrity remains inviolable in Nepal. The absence of such a body is widely felt in the continuation of academic malpractices despite public outcry.
f. HEIs and RIs should, in close consultation with the OAI, establish for their institution an integrated framework of protocols, rules and regulations in line with internationally accepted research standards and ethics. Existing tools and instruments should be reviewed and updated to ensure their compliance with the integrated framework. Constituent institutions and affiliates should, likewise, build and enforce institute-wide instruments that fit their needs drawing on the integrated framework.
... Caring instructors in online education can help students feel more comfortable and appreciated, despite the lack of physical contact and proximity to the instructor (Leners and Sitzman, 2006). In general, positive student-instructor relationships have been found to be significant contributors to student learning, satisfaction, and belonging (Sher, 2009;Cooper et al., 2017a) and to decrease student academic dishonesty (Stearns, 2001). Further, students requested that instructors provide organized online science courses. ...
Anxiety is the top mental health concern for undergraduates. While researchers have identified ways that in-person science courses can affect anxiety, little is known about how online science courses affect anxiety. In this study, 2111 undergraduates at a large research-intensive institution completed survey questions about their anxiety in large-enrollment online science courses. Specifically, we assessed students' anxiety in the context of online science courses and asked what aspects of online science courses increase and decrease their anxiety. Students also identified what instructors can do to lessen anxiety in online classrooms. We used open coding and logistic regression to analyze student responses. More than 50% of students reported at least moderate anxiety in the context of online college science courses. Students commonly reported that the potential for personal technology issues (69.8%) and proctored exams (68.0%) increased their anxiety, while being able to access content at a later time (79.0%) and attending class from where they want (74.2%) decreased their anxiety. The most common ways that students suggested that instructors could decrease student anxiety is to increase test-taking flexibility (25.0%) and be understanding (23.1%). This study provides insight into how instructors can create more inclusive online learning environments for students with anxiety.
... In other words, creating an atmosphere with high-quality relationships between students and teachers, as an effective method for reducing AD, would reduce the rate of cheating drastically. In a similar vein, Stearns (2001) surveyed the effects of students' perceptions of teachers' behaviors on their AD and found that students' lower evaluations of teachers' behaviors influence their inclination to commit AD. According to Levy and Rakovski (2006), zero tolerance for AD policy by some instructors could reduce the quality of TSR and course registration with such professors. ...
As a culture-specific phenomenon, academic dishonesty (AD) remains an under-researched domain. The purpose of this study was to voice teachers’ perceptions of: (a) the influential factors contributing to AD, (b) the consequences of AD for the quality of teacher–student relationships (TSR), and (c) the specific strategies for regulating TSR. Using a qualitative phenomenological design, we attempted to present a detailed description of teachers’ lived experiences regarding the above aims. The participants (n = 26) were English language and Mathematics teachers with different personal and professional characteristics (Mage = 33.59; novice = 12, experienced = 14) working in public high schools of Iran. Data was collected through intensive semi-structured interviewing and analyzed by a five-step approach applied to phenomenology in psychological research. Data analysis revealed three general themes regarding teachers’ perceptions with several components. We found that the lack of attention and intrinsic motivation were the prominent perceived factors with consequences for TSR. Also, personal talk and active supervision were the common techniques that teachers utilized with students who commit AD to manage and control the TSR quality. The results were discussed with reference to teachers’ academic discipline, gender, and teaching experience.
... Birks et al., 2020;Grira & Jaeck, 2019;Harper et al., 2020), and also that this is a multi-faceted cross-cultural global phenomenon (Barbaranelli et al., 2018;Bashir & Bala, 2018). For example, research in India found that slightly over 20% of 1,369 research participants admitted to academic dishonesty (Stearns, 2001). Similarly, one of the broadest and longest-term studies conducted in Australia examined 150,000 students over eight years and found that 65% of the students reported academic dishonesty in at least one of the study's parameters (Duff et al., 2006). ...
The Covid-19 pandemic that entered our lives suddenly in 2020 compelled higher education systems throughout the world to transfer to online learning, including online evaluation. A severe problem of online evaluation is that it enables various technological possibilities that facilitate students' unethical behaviors. The research aimed to investigate these behaviors, as well as the reasons for their appearance, as practiced in exams held for the first time during the Covid-19 pandemic, and to elicit students' and lecturers' perceptions of students' academic dishonesty (AD) during this period. The sample included 81 students and 50 lecturers from several Israeli colleges and universities. The findings expand extant knowledge on academic dishonesty, identifying significant differences between the perceptions of students and lecturers concerning attitudes towards online exams and the reasons for dishonest behaviors. The findings among the students also indicate that younger students and Arab students tended to cheat more in online exams. Moreover, the findings indicated a lack of mutual trust between students and lecturers with regard to academic dishonesty, a deep distrust that will probably continue even after the Covid-19 crisis. This last finding should be a cause of concern for higher education policy-makers, affecting future policies for improving lecturer-student relations, especially during crises. Recommendations are proposed for addressing academic dishonesty in exams in general and during the pandemic in particular.
... The focus is largely on the PC of faculty with the institution because each individual is considered significant in enhancing the operation of an organisation. Students also need a classroom environment that is conducive to learning (Stearns, 2001). They require support from teachers whom they perceive as mentors, guides, friends, and trainers. ...
Psychological contracts' theoretical argument arises from social exchange theory which consists of professed commitments and hopes that are having an individual perspective. The study on the basis of social exchange theory is aimed to analyse relationship between students and educational institutes referred to as psychological contract effectiveness. Students from various educational institutions are composed of a significant sample for EFA and CFA respectively. Scale reliability was assessed by Cronbach's alpha and Jöreskog's rho, and was found to be statistically significant. Results demonstrate that student psychological contract significantly varies from teacher's obligation, placement cell's obligation, infrastructure facilities, institutional facilities, and various other facilities. Managerial contributions suggest logical invention in the field of educational practices. Multiple factors studied under the model can be utilised not merely in relational studies, but also as an estimated mechanism by educational institutions both at the national and international level.
Keywords: psychological contract, higher education, educational institution facilities, teacher's obligation, placement cell's obligation, factor analysis, structural equation modelling
... The focus is largely on the PC of faculty with the institution because each individual is considered significant in enhancing the operation of an organisation. Students also need a classroom environment that is conducive to learning (Stearns, 2001). They require support from teachers whom they perceive as mentors, guides, friends, and trainers. ...
... Three in four students report having engaged in a relatively serious form of academic dishonesty, such as using crib notes, copying off of someone else's examination, working with others on projects that were supposed be done by individuals only, and plagiarizing (e.g., McCabe, Butterfield, & Treviño, 2012 ). When asked if they cheated in a particular class or during a given semester, between 20% and 30% of the students surveyed reported committing an infraction, and some students reported having cheated repeatedly in the same class throughout the term ( Stearns, 2001 ). ...
... Hypothesis: From our initial research, we believe that students who feel that their professors have successfully provided them with the information to understand Academic Integrity will be less likely to cheat. This is because they will have an understanding of how to avoid academic dishonesty, and because they know their professors are focused on preventing it (Stearns, 2001). Research Question #2 Is students' cheating behaviour related to whether they have ever witnessed their peers cheating? ...
This study provides a new insight on how to approach problems universities face with cheating. Focusing on Academic Integrity at MacEwan University, our research provides an overview of the perceptions faculty and students have on this topic. We conducted 69 surveys from faculty members and 280 surveys from students. We then evaluated those findings using a statistical software (SPSS).Throughout the study we will evaluate the impact of professors, the mindset of students, and the faculties that have students who are more inclined to break the policies. Our findings are based on primary and secondary data that evaluates our hypothesis and futher describes recommendations for universities to successfully implement methods to avoid academic dishonesty.
... The explanation is that lies hurt the nature of close relationships, which are characterized by trust. Research on academic cheating also showed that the nature of the relationship affects the tendency to cheat, with less cheating when the students perceived their lecturer and their relationship with him as more positive (Genereux and McLeod, 1995;Stearns, 2001). Repeated customers have a tendency to cheat less than one-time customers due to the development of trust relationship between the customer and the organization or service provider. ...
... Previous studies have indicated that students tend to cheat due to teachers' unfairness (Graham et al. 1994), poor instructional methods (Murdock, Beauchamp, and Hinton 2008;Bertram Gallant 2017), and low teaching enthusiasm (Orosz et al. 2015). Studies have also noted that, while close teacher-student relationships generally discourage students from cheating (Stearns 2001), they may also dissuade teachers from embarrassing cheating students (Davis, Drinan, and Bertram Gallant 2009, 152). Cambodia seems to exemplify an extreme case of the latter situation because students' attendance of private tutoring cultivates close teacher-student relationships (Bray et al. 2016). ...
This study examines Cambodian students’ exam cheating practices throughout their schooling. Based on a thorough analysis of interviews with 19 university students, the study found that, although cheating was more prevalent at the secondary level, individual students’ cheating experiences varied in frequency and timing (i.e. when they started, stopped, increased, or decreased such practices). Curricula, parents’ attitudes, peer behaviour, institutional policies, and – most significantly – relationships with teachers were identified as influencing factors for students’ cheating practices. These findings largely echo academic dishonesty literature, but they also indicate the context-specific features of these factors.
... This indicates that students who are actively taught have good academic honesty. Not only because of the model used when teaching, but the high ability of teachers gives a high degree of academic honesty [13]. ...
... As a result, students hopefully, will embed essential values of trustworthiness, esteem, duty, equality and credibility rather than on passivity and rheostat. Moreover, if faculty members make it a point to reinforce AI principles by utilising classroom strategies designed to minimize academic dishonesty throughout all of their courses every semester, cheating and other forms of academic misconduct can be greatly reduced throughout the HEI (Stearns, 2001). With reference to the recommendations above, improving strategies that encourage honest behaviour, reflection and interaction for performance success, together with appropriately integrated policies and procedures, may aid in augmenting the potential of every student transitioning to HE. ...
Academic dishonesty can come in a variety of forms. Hence, there is a need for academics to stay abreast of the many and varied methods of cheating, and potentially, utilize an array of prevention and detection strategies in ‘combination'. This very dynamics of academic dishonesty, fails the very purpose of education, Higher Education Institutions (HEIs) and educational systems. If learners engage in academic dishonesty or malpractice either intentionally or unintentionally; it not only retards the learning and development, but more important raises questions on Academic Integrity (AI) of HEIs on which the whole edifice of educational process rests. Through grounded research, an in-depth literature review, deep observation, and being a part of HE for nearly two decades, this chapter delves into the causes of academic dishonesty. The focus is on the need and mechanism to institutionalize polices for AI, which the present hour demands.
... The explanation is that lies hurt the nature of close relationships, which are characterized by trust. Research on academic cheating also showed that the nature of the relationship affects the tendency to cheat, with less cheating when the students perceived their lecturer and their relationship with him as more positive Stearns, 2001). Repeated customers have a tendency to cheat less than one-time customers due to the development of trust relationship between the customer and the organization or service provider. ...
... Similarly, past cheating in high school and being on scholarship both were strong predictors of selfreported cheating on exams but not on homework, and situational variables predicted exam cheating well but were not even significant in predicting homework cheating. This finding is consistent with differences in prevalence of cheating by context that have been reported by others 4,8,9,17,21,34,40,43,56,57,60 and with published classifications of cheating behaviors by context for teachers who deal with academic dishonesty 8, 38, 60 . ...
© 2005 American Society for Engineering Education.
The E3 Team (Exploring Ethical decision-making in Engineering) is a group of engineering
educators and educational researchers who have worked collaboratively since 2000 to understand the underlying causes of academic dishonesty in engineering undergraduates. The team was especially motivated by decades of others’ work showing that, when surveyed, engineering students were among those most likely to report frequently cheating. This paper summarizes some of the team’s more important findings from three major studies that surveyed a total of 1300 undergraduates at eleven institutions. The paper also describes the next phase of the team’s research and presents implications of that work for engineering educators.
... Furthermore, they suggest that students who cheat online are also likely to be the same students who cheat offline, implying that a student's underlying characteristics or feelings about the learning drive academic dishonesty (Grijalva et al. 2006). A point must be noted about cheating in general, that is that academic dishonesty is very widespread, an average of 70% of students having admitted to some kind of cheating in a review of 46 studies into the topic (Stearns 2001). ...
With the increase in students taking online classes to complete their degrees, there is a corresponding increase of research into how students might participate in these online classes. One way in which students may participate, but subvert the parameters of the online class they are taking, is by engaging in academic dishonesty. Academic dishonesty can reduce the quality of the learning experience for students, and reduce the validity and trust in online class’s assessment. For this reason, understanding how student perceive their cheating behavior is useful for researchers. This paper looks at the interview responses of a group of students taking cyber university classes to gain insight into their perceptions and motivations for cheating. The responses were varied, but showed the ad-hoc nature of the behavior and that students felt that academic dishonesty was a natural aspect of their learning experience.
... Second, for Stearn (2001) "perceptions of student-instructor relationships have an impact on admitted rates of cheating in the classroom". Besides, for Zimmerman (1999) cheating prevalence is higher when instructors lack diligence at catching cheaters and when institutions do not have an adequate response to students' cheating. ...
... Academic cheating in college generally is more common among underclass students, compared to students nearing the end of their studies (Haines, Diekhoff, LaBeff, & Clark, 1986;Newstead et al., 1996). Students also may be less likely to cheat in a course when they have developed rapport or a personal relationship with the instructor (e.g., Bluestein, 2015;Stearns, 2001). ...
Academic dishonesty occurs at alarming rates in higher education. In the present study, we examined predictors of academic cheating behaviors, and beliefs in the acceptability of cheating, in disliked courses at two large universities, using structural equation modeling. Perceived mastery and extrinsic goal structures were related to beliefs about cheating, but not cheating behaviors. Beliefs in the acceptability of cheating were more likely to be endorsed in math and science courses. College students were more likely to cheat and to believe in the acceptability of cheating when they reported a high need for sensation.
... Literature has found evidence that the prevalence of this type of professor is not negligible.McCabe et al. (2001), for example, reports that transgressions in classroom are often overlooked or treated lightly by professors who do not want to become involved in bureaucratic procedures designed to adjudicate allegation of academic dishonesty. On the student-professor relationship and its effects on cheating in classroom see alsoStearns (2001). ...
Resumo
We provide the microeconomic foundations of cheating in classroom through a static game with complete information. Our setting is composed by two students, who must choose whether or not to cheat, and a professor, who must choose how much effort to exert in trying to catch dishonest students. Our findings support the determinants of cheating found by the empirical literature, mainly those related to the penalty's level. It is also emphasized the importance of professors being well-motivated (with low disutility of effort) and worried about fairness in classroom. The two extensions of the baseline model reinforce the importance of the cost-benefit analysis to understand dishonest behavior in classroom.
... Additional contextual factors affecting student cheating behaviors consist of community norms (Arnold, Martin, & Bigby, 2007;McCabe & Trevino, 1993;Pulvers & Diekhoff, 1999), grade versus mastery classroom orientation (Miller, Shoptaugh, & Wooldridge, 2011), and studentfaculty relationships (Graham, Monday, O'Brien, & Steffen, 1994;Pulvers & Diekhoff, 1999;Stearns, 2001). In one survey, 25% of students responded they were more likely to cheat in a class if they believed their professors were unfair and did not like them; however, in the same study, almost 30% of students claimed they would not cheat in a class if they liked the professor because they would not want that professor to think less of them (Graham et al., 1994). ...
Moral reminders are statements that prime people of ethical standards and can reduce cheating (Mazar et al., 2008). The present study compared two types of moral reminders: verbal and written. Data were collected at two small colleges with honor codes. Participants (n = 48) were placed into one of three conditions: no reminder, verbal reminder, or a signed written reminder. Participants then completed a timed matrix task (Mazar et al., 2008) with an opportunity to cheat to win raffle tickets. Participants self-reported the number of matrices they completed and recycled their answer sheets. To measure cheating, participants’ individual number of reported matrices were subtracted by the group’s average completed matrices. A one-way ANOVA showed no significant differences between groups; however, there was an underreporting of matrices in the written reminder condition. Implications of the use of moral reminders are discussed.
... This contributes to students' perceptions that there is a strong likelihood of being caught and penalized (Ameen, Guffey, & McMillan, 1996;Ma et al., 2013;McCabe et al., 2006;McCabe et al., 2008) At the course level, it has been demonstrated that students' feelings about and relationship with teachers or lecturers play a part in the likelihood of cheating. Perceptions of the lecturer's quality of t teaching, of the interactions between the lecturer and the students, as well as the perceived honesty of the lecturer have been found to differentiate those who cheat from those who do not (Stearns, 2001;Teodorescu & Andrei, 2009). However, these studies did not clarify the direction of the casual relationship. ...
The prevalence of academic dishonesty is a matter of considerable concern for institutions of higher education everywhere. We explored students’ perceptions of academic dishonesty using Q-methodology, which provides insights that are different from those obtained through surveys or interviews. South African students ranked 48 statements, giving reasons why students cheat, on an eleven-column grid, anchored by “strongly agree” and “strongly disagree”. Q factor analysis was used to identify groups of individuals who share the same perspective. The three perspectives that emerged viewed academic dishonesty as (1) moral transgressions; (2) pressure transgressions; or (3) confused transgressions. These suggest different approaches to addressing the issue.
... As a result, students hopefully, will embed essential values of trustworthiness, esteem, duty, equality and credibility rather than on passivity and rheostat. Moreover, if faculty members make it a point to reinforce AI principles by utilising classroom strategies designed to minimize academic dishonesty throughout all of their courses every semester, cheating and other forms of academic misconduct can be greatly reduced throughout the HEI (Stearns, 2001). With reference to the recommendations above, improving strategies that encourage honest behaviour, reflection and interaction for performance success, together with appropriately integrated policies and procedures, may aid in augmenting the potential of every student transitioning to HE. ...
Academic dishonesty can come in a variety of forms. Hence, there is a need for academics to stay abreast of the many and varied methods of cheating, and potentially, utilize an array of prevention and detection strategies in 'combination'. This very dynamics of academic dishonesty, fails the very purpose of education, Higher Education Institutions (HEIs) and educational systems. If learners engage in academic dishonesty or malpractice either intentionally or unintentionally; it not only retards the learning and development, but more important raises questions on Academic Integrity (AI) of HEIs on which the whole edifice of educational process rests. Through grounded research, an in-depth literature review, deep observation, and being a part of HE for nearly two decades, this chapter delves into the causes of academic dishonesty. The focus is on the need and mechanism to institutionalize polices for AI, which the present hour demands.
... behaviour, these variables are either extensively researched or deterrents to mitigate students' dishonest behaviour. It is important to identify variables that help promote student learning and develop effective approaches to prevent cheating (Stearns 2001). Studies have identified the importance of social factors in explaining academic success (Anderman and Anderman 1999;Wentzel 1997Wentzel , 1998. ...
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 tested as mediators: neutralizing attitudes and perceived cheating norms of the students. A student survey was conducted with 1329 questionnaires collected. The results showed the negative effects of both social relationship variables on cheating, and that their effects were fully mediated by neutralizing attitudes. Moreover, perceived cheating norms fully mediated the effect of the teacher’s approachability, but not so for the relationship goal of the students. This study provided novel insights and recommendations for promoting academic integrity in Chinese business schools and universities.
... Their studies also led researchers to question the effectiveness of such an approach. Some researchers argued that faculty themselves might be complicit in student academic integrity violations (Compton and Pfau 2008;Stearns 2001). Others argued that administrators ought to be held more accountable for the cultures of academic integrity that evolve on individual campuses (Aaron 1992;Bertram Gallant 2007;Bertram Gallant and Drinan 2008;Jordon 2001;Whitley and Keith-Spiegel 2001b). ...
Teaching writers to write from sources is so difficult that faculty from across disciplines seek professionalization and support, often motivated by worry about student plagiarism. This chapter surveys three different approaches to faculty development programming designed to create a culture of academic integrity at the postsecondary level. These three approaches to faculty development programming include focusing on conceptualizations of plagiarism, emphasizing best practices, and calling for a holistic approach. This chapter reviews and arranges scholarship within these three approaches. Ultimately, the holistic approach to faculty development in response to plagiarism emerges as the most promising way forward.
a chapter depicting experiences in teaching english at higher education in Indonesia.
Academic integrity policies and processes vary from institution to institution and between countries. The last 30 years has seen increased attention on policies that provide a process focused on educating students and reintegrating those who cheat into their institutions rather than punitive and permanent sanctions, such as expulsion.
Violations of academic integrity (e.g., cheating and other acts of academic dishonesty) are issues on every college campus (e.g., Turner & Beemsterboer, 2003; Arnold, Martin, Jinks, & Bigby, 2007). Many institutions have adopted honor codes as part of their unique culture in response to violations of academic integrity. While the number of honor codes at institutions has increased over the past few decades, research examining the effectiveness of honor codes has been limited by issues of research design. The case study presented here discusses honor codes, their presence on college campuses across the United States, and highlights one particular campus. In contrast to previous research, we suggest that future research should utilize experimental designs technique to determine the effectiveness of honor code reporting on reducing academic integrity violations. Thus, previous institutional research investigating violations of academic integrity has been retrospective and correlational in nature, which precludes an accurate examination of the effectiveness of honor code reporting as these research design characteristics do not permit the examination of cause-and-effect relationships. Only experimental designs permit the examination of causal or cause-and-effect relationships (Kirk, 1996). Thus, this case study describes the fundamental advantage of experimental design over previous research in its ability to conclude causal relationships between honor codes and violations of academic integrity.
This study investigated faculty attitudes towards student violations of academic integrity in Canada using a qualitative review of 17 universities’ academic integrity/dishonesty policies combined with a quantitative survey of faculty members’ (N = 412) attitudes and behaviours around academic integrity and dishonesty. Results showed that 53.1% of survey respondents see academic dishonesty as a worsening problem at their institutions. Generally, they believe their respective institutional policies are sound in principle but fail in application. Two of the major factors identified by faculty as contributing to academic dishonesty are administrative. Many faculty members feel unsupported by their administration and are reluctant to formally report academic dishonesty due to the excessive burdens of dealing with paperwork and providing proof. Faculty members also cite unprepared students and international students who struggle with language issues and the Canadian academic context as major contributors to academic dishonesty. This study concludes with recommendations for educators and recommendations for future research.
College students (n = 928) from small, medium, and large institutions with either a modified or no honor code were presented with cheating scenarios and asked to rate how dishonest they perceive the behavior to be and the likelihood that they would report it. No main effects were found for institution size or type of honor code. Student-faculty ratio was not correlated with responses to the cheating scenarios. Students from modified honor code schools perceived more severe punishments for cheating and understood the reporting process better than students from non-honor code schools. Implications for modified honor code systems are discussed.
Although work in the science, technology, engineering, and mathematics (STEM) fields underlies the innovations that characterize living in the age of information, some research points to a public distrust of science and technology. While distrust may partly result from larger social trends, the public’s trust in science also relies on the integrity of individuals in STEM fields. Most often academic integrity is discussed in terms of cheating and plagiarism violations. However, given the need for STEM professionals to act ethically, any definition of academic integrity in STEM should reflect professional standards for ethical practice. This chapter reviews these standards and discusses how they can inform conceptualizations of and policies around academic integrity in STEM education. The chapter also explores the prevalence of and causes underlying academic integrity violations in STEM and examines the methods for promoting academic integrity among STEM students. The chapter concludes by identifying research directions that may inform efforts to promote integrity among STEM students and professionals.
Teaching writers to write from sources is so difficult that faculty from across disciplines seek professionalization and support, often motivated by worry about student plagiarism. This chapter surveys three different approaches to faculty development programming designed to create a culture of academic integrity at the postsecondary level. These three approaches to faculty development programming include focusing on conceptualizations of plagiarism, emphasizing best practices, and calling for a holistic approach. This chapter reviews and arranges scholarship within these three approaches. Ultimately, the holistic approach to faculty development in response to plagiarism emerges as the most promising way forward.
The present review is devoted to a rapidly developing area of marketing — relationship marketing. The authors suggest that the conceptual foundations of it are not currently well developed but forecast that it will transform into a discipline in the near future. They outline two approaches to the definition of relationship marketing and provide their own definition, emphasizing such aspects as collaboration, creation and enhancement of value for those who are involved in relationships. The authors trace the origins of relationship marketing, describing the importance of a range of factors that contribute to the increasing importance of relationship marketing today, such as the development of services, communication with the end consumer, etc. A section of this work examines the development of theoretical approaches: the authors argue that marketing originated in economics, which tended to ignore issues related to distribution systems. They also show that questions concerning relationship marketing were considered even before the term itself was introduced. In the final section, the authors touch upon the models that describe processes in relational marketing and analyze its components step-by-step. The authors highlight three core aspects of relational marketing: setting a purpose, choosing parties and program formation. In the conclusion the authors describe three possible levels of future studies in this area — the concept level, model level and process level — and specifics of each level are characterized.
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This dissertation explores the growing epidemic of academic dishonesty in the United States in order to propose an Aristotelian-inspired model for developing moral character to curtail this epidemic. The task is laid out in four parts. Chapter one responds to the problem of akrasia, adopting a modified version of Devin Henry‘s distinction between drunken akrasia and genuine akrasia, holding that the akratic individual experiences an internal struggle similar to that of the self-controlled individual, but the improper desire is stronger than the desire for the proper pleasure. Chapter two responds to the challenges to virtue ethics set forth by social situationists, John Doris (2002) and Gilbert Harman (2000) with a model consistent with Rachana Kamtekar‘s (2004) depiction of character in Aristotelian virtue ethics that adopts a holistic view of character incorporating motivation and proper intellect as necessary elements in practical reason. Chapter three provides a summary of empirical research into the prevalence of academic dishonesty and the internal and external factors influencing academic dishonesty. This assemblage of data suggests that an effective sustainable solution for curbing academic dishonesty must focus upon the development of internal character rather than the mere modification of external or situational factors. Chapter four applies the findings of the existing data to the development of core principles for a proper moral education intended to offer a foundation for possible solutions towards reducing academic dishonesty in the United States. In light of the current research into academic dishonesty, chapter four outlines core principles essential for developing practical solutions inspired by Aristotle‘s character-based virtue ethics while recognizing the short-term benefits of situation modification.
The purpose of the study was to examine students' views on dishonest academic behaviours. First year students from Mkoba Teachers' College In Zimbabwe's city of Gweru (n = 152) responded to an open-nded questionnaire that was used to collect data. Knowing examination questions or assignment answers in advance was rated as the worst dishonest academic behaviour engaged in at the college. Lack of preparation was put forward as the main reason why some students engage in academic cheating. Popular proposals for dealing with academic dishonesty included; encouraging students and lecturers to maintain their integrity, severely punishing perpetrators and enforcing security of examination materials. The findings have Implications on how responsible authorities communicate appropriate norms to students.
Plagiarism is the theft of someone's ideas or language, and is a form of cheating which is morally and ethically unacceptable. This study analyses the nature of plagiarism from an Islamic perspective and its prevalence in institutions of higher learning in the Muslim world, especially among faculty members. It also examines the ways in which universities attempt to minimise or marginalise plagiarism. This study is warranted by the fact that there is relatively very little research on the issue of plagiarism at universities in the Muslim world and that existing research seldom addresses the issue of academics engaged in such unethical practices. Based upon existing surveys, interviews, and documentary sources, the study found that in earlier periods, standards were not inevitably lower than those that exist today and that the scope for condemning plagiarists has always existed. It also found that despite Islam's loathing, the incidence of plagiarism has grown significantly among Muslim students and faculty members in the Muslim world. The response to plagiarism varies from country to country. Some Muslim countries tolerate plagiarism, while others are taking steps to curb it. Institutions in Malaysia approach the problem of plagiarism as a matter of morality and crime that emphasise the need to develop writing and researching skills. They resort to honour codes, emphasise law and enforcement, and teach ways to write and cite. However, the success of these methods needs to be further probed.
This study explores the perceptions of Egyptian undergraduate students at The American University in Cairo, an American-style private university in Egypt, as related to academic integrity. The research questions were developed in order to discover how these students perceive the scholarly environment in which they learn, if they engage in dishonest behaviors, and if so, why. The qualitative results of this mixed-method study were collected via online survey and photovoice interviews, an ethnographic method in which participants take photographs in response to prompts provided by the investigator. In the survey, students were asked to define academic integrity and explain how they learned about the concept, and also respond to statements about the scholarly environment on campus. The photovoice participants took photographs in response to the following prompts, and others related to their research processes: something that shows how you feel about plagiarism, something that shows how you feel about cheating, something that shows how you learned about academic integrity. The results include the responses to 114 completed surveys, supported by the photographs and content of the eight photovoice interviews. The qualitative data was coded line by line, and larger themes were identified. Students indicate that their colleagues engage in academically dishonest behavior regularly, and pointed to poor time management, pressure for high grades, and helping friends as reasons for this. The paper argues that academic librarians are in a unique position to promote academic integrity on campus, and provides some suggestions for advocacy.
This study investigates student/teacher solidarity as a factor mediating the relationship between an instructor's communicative behavior and student learning. Differing degrees of student/teacher solidarity are found to affect the amount of student affective, behavioral, and cognitive learning. In addition, an instructor's communication style is found to contribute to the degree of student/teacher solidarity within the student/teacher relationship. Implications of these findings for the practicing teacher are discussed.
This investigation is the sixth in a series of projects designed to programmatically examine teacher power in the classroom. Recognizing that nonverbal behaviors typically provide the framework for interpreting verbal messages, this project proposed and sequentially tested a heuristic model of student affective learning as a function of behavior alteration techniques and teacher nonverbal immediacy. Employing a two‐study correlational design, the model was tested in five stages across secondary and college students. Results supported the proposed positive relationships among teachers’ use of. behavior alteration techniques, immediacy and student affect for both studies. Teachers’ selective use of verbal control strategies in the classroom was shown to be indirectly related to affective learning as a function of students’ perceptions of teacher immediacy. Interpretations focus on the model, previous power in the classroom studies, and the design of future studies in this program.
Forty-five graduate students received three quizzes in one of their courses, and also filled out the Minnesota Multiphasic Personality Inventory (MMPI) and a questionnaire on cheating. The main findings were: (a) the incidence of cheating among these graduate subjects was found to be at least as extensive as reported in prior studies among undergraduate students-at least eighteen of the forty-five (40%) graduate subjects cheated on the quizzes; (b) pressure to obtain good grades was the main reason subjects felt they cheated in the past; (c) there was a lack of consensus whether certain behaviors constitute cheating; (d) no significant personality differences were found between cheaters and non-cheaters; (e) the MMPI results provided evidence in support of the doctrine of specificity of moral behavior.
This essay reviews literature published in education and communication from 1983 to 1990 relating teacher behavior to teaching effectiveness. Special attention is paid to the methods and procedures utilized to test theory that guides effective teacher behavior research. The article integrates research from education and communication, and concludes with suggestions for future research in the communication discipline.
This investigation proposed that a relational teaching approach (RTA) is comprised of behaviors indicative of competence, immediacy, and humor. The central research question advanced in this study examined the association between the RTA and teacher satisfaction. The results of a canonical correlation revealed one meaningful canonical root which suggested a significant association between the RTA and an instructor's satisfaction. Apparently, it is within teachers' control to enhance satisfaction with their job by developing a repertoire of interpersonal skills. Implications of these findings are addressed within an instructional framework.
L EARNING, particularly that which takes place in the traditional classroom setting, is an interactional process. Although curricular decisions, materials development, the organization of lectures, and the like focus primarily on the teacher's transmission of content-and student evaluation on comprehension and retention of that content-there is little disagreement that interpersonal perceptions and communicative relationships between teachers and students are crucial to the teaching-learning process. From a theoretical standpoint, Bloom's (1956) conceptualization of learn-ing as affective (development of a favorable or unfavorable attitude toward learning), behavioral (development of psychomotor skills or observable behavior change as a result of learning), and cognitive (comprehension and retention of knowledge) has for several decades been accepted widely as an elegant characterization of the learning construct. An interdepen-dence among these domains of learning generally has been recognized among educators, an assumption crucial to the fact that evaluation of learning outcomes often is focused on measurement within a selected domain. Physical and vocational education skills, which are clearly observ-able psychomotor skills, are often assessed in the behavioral domain. Stu-dents' learning of traditional "academic subjects," for which generalization of learning to behavior outside the classroom is more difficult to assess, is generally measured via tests of recall, analysis, and synthesis, elements of the cognitive domain. Evaluation of teaching effectiveness, particularly that which is based on the ubiquitous student course evaluation form, is drawn largely from assessment of affective dimensions of teaching.
Prior studies have shown that women are less likely than men to be dishonest when confronted with opportunities to cheat. The most common explanation for this finding is sex-role socialization theory: Women are socialized to obey the rules, whereas socialization for men is less binding in this respect. Even so, some women do cheat when given the opportunity. Hence, a theory is needed that accounts for the fact that women engage in dishonest behavior in spite of the restraining forces of internalized normative expectations. Using American college students as subjects, the study examined the relationship between excuse-making tendencies and actual cheating, while controlling for sex. The findings showed that women were significantly more likely to engage in excuse making prior to cheating than were men.
A review was conducted of the results of 107studies of the prevalence and correlates of cheatingamong college students published between 1970 and 1996.The studies found cheating to be more common in the 1969-75 and 1986-96 time periods thanbetween 1976 and 1985. Among the strongest correlates ofcheating were having moderate expectations of success,having cheated in the past, studying under poor conditions, holding positive attitudes towardcheating, perceiving that social norms support cheating,and anticipating a large reward for success. However, animportant limitation on the conclusions drawn from this research is that many variables wereincluded in only one or a few studies. A model of theantecedents of cheating is proposed and the implicationsof this model for the identification of students at risk for cheating and controlling cheatingare discussed.
paper, letting others copy a homework paper, plagiarizing, and ghostwriting, to name just a few. These types of behavior can be traced in history through thousands of years. Brickman (1961) reported that during the civil service examinations in ancient China tests were given in individual cubicles to prevent examinees from looking at the test papers of others, that examinees were searched for notes before they entered the cubicles, that the death penalty was in effect for both examinees and examiners if anyone was found guilty of cheating; but cheating still occurred. In modern society, Brickman continued, cheating is a frequent occurrence. In this regard, Zastrow (1970) provided evidence of a 40% incidence of cheating among graduate students. In a study by Schab (1969), approximately 24% of the girls and 20% of the boys admitted that they first began cheating in the first grade, 17% of the girls and 15% of the boys began in the eighth grade, and 13% of the girls and 9% of the boys began in the seventh grade. It would seem, then, that cheating is currently widespread in the American education
Examined reactions of 776 students to witnessing cheating, their attitudes toward the offending student, and their attitudes toward academic dishonesty in general. Findings suggest that the creation of academic dishonesty code requiring students to report instances of academic dishonesty apparently did not work. Students preferred to handle problem informally rather than by using formal university policy. (Author/NB)
Recognizing that nonverbal behaviors typically provide the framework for interpreting verbal messages, this project (the sixth in a series of projects designed to examine teacher power in the classroom) proposed and sequentially tested a heuristic model of student affective learning as a function of behavior alteration techniques and teacher nonverbal immediacy. Employing a two-study correlational design, the model was tested in five stages across secondary and college students. Results supported the proposed positive relationships among teachers' use of behavior alteration techniques, immediacy, and student affect for both studies. Teachers' selective use of verbal control strategies in the classroom was shown to be indirectly related to affective learning as a function of students' perceptions of teacher immediacy. (Author/EL)
Discusses a study to determine students' perceptions of their own and their peers' attitudes and behavior. Specifically gathered empirical data that will shed light on the manifestation of unethical behavior--cheating. (JOW)
ACADEMIC DISHONESTY ON COLLEGE CAMPUSES WAS STUDIED. DATA WERE COLLECTED BY A QUESTIONNAIRE TO A NATIONWIDE REPRESENTATIVE SAMPLE. QUESTIONNAIRES WERE FIRST SENT TO DEANS OF STUDENTS AND STUDENT BODY PRESIDENTS. RESPONSES WERE OBTAINED FROM MORE THAN 600 DEANS AND 500 STUDENT BODY PRESIDENTS. THE DATA PROVIDED IDEAS AND PROBLEMS TO BE STUDIED MORE INTENSIVELY IN THE SECOND STAGE OF THE STUDY. QUESTIONNAIRES WERE THEN SENT TO A SAMPLE OF STUDENTS DRAWN FROM 99 SCHOOLS REPRESENTED BY DEANS AND STUDENT BODY PRESIDENTS OF THE PREVIOUS STAGE. COMPLETED QUESTIONNAIRES WERE RECEIVED FROM 5,000 STUDENTS. THE REPORT OF ANALYSES INCLUDED (1) THE PROBLEM OF ACADEMIC DISHONESTY IN CONTEXT, (2) THE SETTING IN WHICH ACADEMIC DISHONESTY OCCURS, (3) MEASURES OF CHEATING, (4) ACADEMIC PERFORMANCE AND CHEATING, (5) VALUE-ORIENTATION AND CHEATING, (6) HIGH SCHOOL EXPERIENCES AND CHEATING, (7) PEER DISAPPROVAL AND CHEATING, (8) COLLEGE CHARACTERISTICS AND THE LEVEL OF ACADEMIC DISHONESTY, AND (9) INSTITUTIONAL ARRANGEMENTS FOR CONTROLLING ACADEMIC DISHONESTY. A MAJOR FINDING INDICATED THAT MEMBERS OF THE CAMPUS COMMUNITY GROSSLY UNDERESTIMATED THE MAGNITUDE OF THE PROBLEM--AT LEAST HALF THE STUDENTS HAD ENGAGED IN SOME FORM OF ACADEMIC DISHONESTY. FURTHER ACTIVITIES WERE SUGGESTED TO EXPLORE THE EFFECTS OF VARIOUS BACKGROUND FACTORS ON A STUDENT'S PERSONAL SENSE OF DISAPPROVAL OF CHEATING. (RS)
Although there are new forms of cheating among college students, particularly technology-related, overall cheating has increased only modestly. Significant increases in test cheating are occurring among women and in unpermitted collaboration among students on written work. Also, students report engaging in a wider variety of test-cheating behaviors, especially in the most explicit forms. (MSE)
To develop an understanding of effective teaching in the typical classroom environment from a communication perspective, it is imperative the roles which interpersonal communication behaviors play in this context be understood. Self‐disclosure, a communication behavior known to have considerable impact in other interpersonal contexts, was the focus of this research. Phase 1 of the investigation assessed students’ perceptions of the likelihood of teachers making each of 150 disclosive statements. In the second phase, these statements were used to derive profiles simulating good, neutral, mixed, and poor profile conditions. Results from this study may provide teachers with a checklist which can be used to assess their own types of disclosures to students with an eye toward improving their own effectiveness.
Examined perceptions of cheating held by 480 college students and 48 faculty members at 2 small colleges. Eighty-nine percent of students surveyed admitted they had cheated. Attitudinal variables were better at predicting cheating than were background variables. Faculty agreed on a definition of cheating yet did not agree on how to deal with cheating. (Author/NB)
A preceding article written by Professor Hardy together with David Burch, “What Political Science Professors Should Know in Dealing with Academic Dishonesty,” was published in Teaching Political Science, Fall 1981. This sequel was a paper delivered at the Annual Meeting of the Midwest Political Science Association, Cincinnati, Ohio, April 16, 1981. Academic dishonesty is a problem that has plagued political science professors for generations. In recent years, however, academic dishonesty among colleges and universities appears to have reached epidemic proportions. Cheating on major examinations has become highly sophisticated, and the production and distribution of plagiarized term papers is now a multi-million dollar business. Political science professors can therefore no longer assume that traditional methods of testing and grading are valid. New methods of detecting and preventing academic dishonesty must be developed and implemented if grades are to have any meaning. The purpose of this paper is to provide members of our discipline with some important guidelines for dealing with academic dishonesty. First, the nature of the problem is examined and some of the pressures and situations that contribute to dishonest behavior are identified. And second, some specific tips are offered to help avert dishonest student behavior in the future. Special attention is given to classroom logistics, test construction, and faculty demeanor.
Few rational choice studies of deviant behavior have reported statistical tests of difference in the effects of explanatory variables between men and women. Using scenario‐based survey data from a sample of 330 university students (171 women and 159 men), this study examined gender differences in levels and effects of explanatory variables on intentions to cheat on exams. Findings showed significant gender differences in mean scores of low self‐control, anticipated shame states, perceived external sanctions, grade point average, and reported test‐cheating intentions. Regression analyses showed that the effects of moral beliefs and perceived pleasure of cheating were significantly more pronounced in predicting women's cheating intentions, whereas men were more affected by prior cheating experiences and friends’ cheating behavior. Findings also indicated that anticipated shame states accounted for the association between gender and cheating intentions. These results are consistent with recent studies dealing with gender‐related developmental differences regarding deviant propensities.
Cheating is an issue with which most students deal in their school years. In this paper, college students who have taken a mid‐term exam in which cheating occurred are interviewed about their views of this incident. Their words reveal not only their individual responses and solutions to this dilemma, but also their views of what teachers can and could do. They also reveal the limitations of seeing the dilemma only in dichotomous terms, cheaters vs. non‐cheaters, teacher vs. students, or in terms of only individual responsibility.
Instances of cheating on study guide assignments were observed for 245 college students. Mean cheating rate was 50.8% (i.e., the typical student cheated on about half the questions). Cheating tended to increase across the semester and was associated with lower grades on exams. The tendency to cheat varied across the semester, suggesting that transient setting factors were major determinants of cheating on assignments. Admission of cheating was increased by reinforcement, but this increase did not result in a change in rates of cheating. A positive correlation was found between cheating and admission of cheating, except when there were penalties for admissions. Neither an honor pledge nor values counseling diminished cheating. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Summarizes the findings on academic dishonesty obtained from surveys of faculty and students at an American university. Two separate surveys administered to 364 engineering students and 80 faculty indicated the attitudes and occurrences of cheating. While 62% of the students admitted to copying homework or laboratory reports, only 51% of the faculty considered this cheating. Students (38%) and faculty (86%) believe "2nd-time" cheaters should be expelled from the university. Of students, 68% believe competition for grades is the major reason for cheating. Over 56% of the students admitted to cheating, but methods of prevention or detection were not adequate as only 3% were caught. Almost half of the students considered that monitoring during exams would be a deterrant to cheating. Surveys of students and faculty and a quiz for faculty on cheating have increased awareness about students' cheating and reduced its incidence. (8 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Investigated differences in expectations regarding teacher–student relationships by studying 1,117 university students. Ss were administered a measure of epistemological reflection developed by the present author and W. D. Porterfield (1985) to clarify Ss' affective needs. Findings show student preferences in 3 areas: classroom atmosphere, relationships with faculty, and respect between faculty and students. These preferences differed according to complexity of intellectual development and clarified the type of interpersonal strategies that would meet the needs of various types of students. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Compares self-reported cheating among male college students from 2 sets of data obtained 30 yrs apart: data from (1) W. J. Bowers (1964) and (2) D. L. McCabe (1992, 1993), and McCabe and L. K. Trevino (1993). The Bowers data were gathered from 5,422 students at 99 institutions and the McCabe data from 6,096 students at 31 schools. Nine primary cheating behaviors were found to be comparable between the 2 studies. In both studies, significantly lower levels of self-reported cheating were found at schools with honor codes. Despite recent news reports to the contrary, comparison of the 2 studies found no overall increase in self-reported cheating. A small but significant increase in self-reported test and exam cheating among honor code students and a rise among all students in unpermitted collaboration on written assignments was seen. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The purpose of this study was to investigate the frequency, methods, and correlates of college cheating. A questionnnaire measuring 7 subject variables and 33 specific behaviors was administered to 200 students. The finding that about 75% of those surveyed had cheated in college was interpreted as supporting an hypothesized trend toward increasing dishonesty. Data on approval and guilt, reasons for cheating, reactions to cheating, and specific techniques were included. It was found that sex, year in shcool, grade point average, academic major, fraternity-sorority membership, and extracurricular participation were significantly related to cheating. The conclusions supported the importance of traditional explanatory variables and suggested an interpretation based on attribution theory.
This chapter reviews faculty members' responsible practices in ensuring fairness, as well as the essential role of staff members and administrators in creating and enhancing a climate of fairness throughout the institution.
This research examines the influence of situational ethics on cheating among college students. The analysis of responses from 6,096 students at thirty-one diverse schools suggests that neutralization is a significant factor in justifying the violation of institutional norms on academic honesty. Although cheating is generally seen as wrong, students identify many situations in which they feel cheating is acceptable.
A questionnaire assessing beliefs and behaviors associated with cheating was administered to 365 college students. Circumstances rated most likely to increase cheating were low instructor vigilance, unfair exams, an instructor who does not care about cheating, and dependence of financial support and long-term goals on good grades. Circumstances rated most likely to decrease cheating were high instructor vigilance, fair exams, high punishment for getting caught, essay exams, widely spaced exam seating, and valuable course material. Principal components analyses revealed several factors underlying planned cheating: difficulty/negative consequences of cheating, pressures, instructor personality, social norms, and interest in the course. These factors relate to the determinants of behavior specified by the theory of planned behavior. Self-reports indicated that 83 percent of respondents cheated in college and that the two most common types of cheating were giving (58 percent) and getting (49 percent) exam questions to and from other students before an exam. Acts of helping someone else cheat were more commonly reported than corresponding acts of cheating for oneself. Students with high cheating scores tended to be male rather than female, to have a low goal grade-point average, and to believe that the prevalence of cheating in college is high.
This paper summarizes some of the measures of nonverbal behavior that have been found to be significant indicators of a communicator’s
attitude toward, status relative to, and responsiveness to his addressee. The nonverbal cues considered include posture, position,
movement, facial, and implicit verbal cues. In addition to providing criteria for the scoring of these cues, experimental
findings that relate to the various cues are summarized.
Never smile until Christmas? Casting doubt on an old myth
- J F Andersen
- P A Andersen
Andersen, J. F., & Andersen, P. A. (1987). Never smile until Christmas? Casting doubt on an old myth. Journal of Thought, 22(4), 57–61.
Administrative ramifications of student cheating
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Stearns, S. A. (1997). Administrative ramifications of student cheating. Journal of the Association for Communication Administration, 2, 133–139.
College students cheating behaviors and the student-instructor relationship
- S A Stearns
Stearns, S. A. (1994). College students cheating behaviors and the student–instructor relationship. Coeur d'Alene, ID: Instructional Communication Division, Northwest Communication Association.
Faculty members told to watch for common kinds of cheating. The Chronicle of Higher Education
- L Mcmillen
McMillen, L. (1986, January 29). Faculty members told to watch for common kinds of cheating. The Chronicle of Higher Education, p. 17.
- Nuss E. M.