Item request has been placed! ×
Item request cannot be made. ×
loading  Processing Request

What Behaviours Do Students Consider Academically Dishonest? Findings from a Survey of Canadian Undergraduate Students

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Author(s): Jurdi, Rozzet; Hage, H. Sam; Chow, Henry P. H.
  • Language:
    English
  • Source:
    Social Psychology of Education: An International Journal. Mar 2012 15(1):1-23.
  • Publication Date:
    2012
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
    • Peer Reviewed:
      Y
    • Physical Description:
      23
    • Education Level:
      Higher Education
    • Descriptors:
      Undergraduate Students
      Student Attitudes
      Learning Strategies
      Ethics
      Academic Ability
      Cheating
      Prediction
      Questionnaires
      Foreign Countries
      Plagiarism
      Academic Achievement
      Gender Differences
      Peer Groups
    • Geographic Terms:
      Canada
    • Accession Number:
      10.1007/s11218-011-9166-y
    • ISSN:
      1381-2890
    • Abstract:
      This paper identifies those behaviours that students perceive to be academically dishonest and sheds light on several demographic, academic and situational factors that predict students' perceptions of academic dishonesty. Data for this investigation were obtained through self-administered questionnaires from a sample of 321 undergraduate students attending university in a western Canadian city during the academic year 2007-2008. There was a high extent of leniency in students' definitions of what behaviours constitute academic dishonesty, particularly for situations involving plagiarism and helping somebody else cheat. Sex, importance of academic ethic, strength of academic ability, deep learning strategy, and frequency of witnessing peers cheat made unique contributions to the prediction of students' perceptions of dishonesty. Implications of these findings for institutional interventions are discussed.
    • Abstract:
      As Provided
    • Number of References:
      68
    • Publication Date:
      2012
    • Accession Number:
      EJ955229