Motives of cheating among secondary students: the role of self-efficacy and peer influence

A survey research study was conducted with a sample of 100 secondary students from a local secondary school about the motives of cheating. The primary focus of this study was the interplay among variables of self-efficacy, peer influence and cheating. The results showed that students with low self-efficacy were more likely to cheat than those who perceived themselves as efficacious. It was further found that peers played a significant role in discouraging cheating by expressing disapproval and informing teachers of dishonest behaviour.     

Changes in self-reported academic cheating across the transition from middle school to high school

Changes in early adolescents' self-reported cheating behaviors in mathematics before and after the transition from middle school to high school are examined. Students were surveyed in school regarding their cheating behaviors in math, and the motivational goal structures perceived in their math classrooms. Surveys were completed twice during the eighth grade (during middle school) and once at the end of the ninth grade (at the end of the first year in high school). Results indicated that self-reported cheating did not change in the year prior to the high school transition, but that reported cheating increased after the transition. Additional analyses indicated that across the high school transition, self-reported cheating in math increased for students who moved from high mastery to low mastery-oriented classes after the transition, and for students who moved from low performance to high performance-oriented classes; in contrast, self-reported cheating decreased for students who moved from low to high mastery-oriented math classrooms.     

Exploring the intentions and practices of principals regarding inclusive education: an application of the Theory of Planned Behaviour

This study aimed at providing explanation and prediction of principals’ inclusive education intentions and practices under the framework of the Theory of Planned Behaviour (TPB). A sample of 209 principals from Hong Kong schools was surveyed using five scales that were developed to assess the five components of TPB: attitude, subjective norm, perceived behaviour control, intention, and behaviour. Rasch analysis was utilised to examine the psychometric quality of the scales and generate principals’ measures, which were subsequently subjected to path analysis to investigate the relationships among the five components. The results revealed a good model–data fit. Principals’ attitude and perceived subjective norm were strong and significant predictors of their intention to implement inclusive education. The predictive power of perceived behaviour control on intention was not significant. Intention and perceived behaviour control were found to have significant predictive power for principals’ reported inclusive practice. The implications of the findings are discussed.     

Reasons Not to Cheat,Academic-Integrity Responsibility,and Frequency of Cheating

The authors investigated the relations among reasons students gave for why they would not cheat in response to a cheating vignette, self-reported cheating, and the extent to which students take responsibility for promoting academic integrity. The authors surveyed 1,086 graduate and undergraduate students. Students who said they would not cheat because of punitive consequences were more likely to report that they cheated in classes and took less responsibility for promoting academic integrity. Students whose reasons related to the value of learning, personal character, and/or it being simply not right reported less cheating and took more responsibility for academic integrity. Academic-integrity responsibility correlated with less cheating. Results are discussed in terms of the effectiveness of punishment and the significance of internalizing integrity standards.     

Computer-based course evaluation: an extended technology acceptance model

This study explored the antecedents of students’ intention to participate in computer-based course evaluation. The study proposed an extended Technology Acceptance Model (TAM) that integrated subjective norm and perceived relevance into TAM. Based on the responses from 149 business school students in Macao, the study identified the direct and indirect effects of subjective norm and perceived relevance on perceived ease of use, perceived usefulness and students’ intention to participate in computer-based course evaluation. The results of structural equation modelling showed that subjective norm had a positive, strong and significant effect on perceived relevance that in turn affected perceived ease of use and perceived usefulness. Besides, subjective norm and perceived usefulness had direct effects on students’ intention to participate in computer-based course evaluation. Thus, subjective norm played a major role in affecting Chinese students’ participation in course evaluation.     

FACTORS INFLUENCING ENGINEERING STUDENTS’ DECISIONS TO CHEAT BY TYPE OF ASSESSMENT

Academic dishonesty (cheating) has been prevalent on college campuses for decades, and the percentage of students reporting cheating varies by college major. This study, based on a survey of 643 undergraduate engineering majors at 11 institutions, used two parallel hierarchical multiple regression analyses to predict the frequency of cheating on exams and the frequency of cheating on homework based on eight blocks of independent variables: demographics, pre-college cheating behavior, co-curricular participation, plus five blocks organized around Ajzen’s Theory of Planned Behavior (moral obligation not to cheat, attitudes about cheating, evaluation of the costs and benefits of cheating, perceived social pressures to cheat or not to cheat, and perceived effectiveness of academic dishonesty policies). The final models significantly predict 36% of the variance in “frequency of cheating on exams” and 14% of the variance in “frequency of cheating on homework”. Students don’t see cheating as a single construct and their decisions to cheat or not to cheat are influenced differently depending on the type of assessment. Secondary findings are that a student’s conviction that cheating is wrong no matter what the circumstances is a strong deterrent to cheating across types of assessment and that a student who agrees that he/she would cheat in order to alleviate stressful situations is more likely to cheat on both exams and homework.     

Examining the influence of subjective norm and facilitating conditions on the intention to use technology among pre-service teachers: a structural equation modeling of an extended technology acceptance model

This study examined pre-service teachers’ self-reported behavioral intentions to use technology. Three hundred and fourteen participants completed a survey questionnaire measuring their responses to six constructs from a research model that extends the technology acceptance model (TAM) by including facilitating conditions and subjective norm. Structural equation modeling was used as the main technique for data analysis. This study contributes to the growing interests in using information science models to explain intention to use technology in educational contexts. The results of this study showed that the TAM constructs were significant in explaining pre-service teachers’ intention to use technology. Although facilitating conditions and subjective norm had significant effects on behavioral intention to use technology, they were mediated by attitude toward usage, perceived usefulness, and perceived ease of use. Overall, this study indicated the TAM has sufficient explanatory powers to explain pre-service teachers’ intention to use technology in an educational environment.     

The determinants of grades three to eight students' intentions to engage in laboratory and nonlaboratory science learning behavior

Data were collected from students in grades three to eight (N = 377) in order to identify the determinants of their intentions to perform laboratory and nonlaboratory science activities. Fishbein and Ajzen's theory of reasoned action was used as the basis for the study. The theory posits that the immediate determinant of behavior is intention. Intention is determined by the weighted attitude toward the behavior and the weighted subjective norm. Attitude toward behavior and subjective norm are determined by combinations of beliefs, evaluations, and motivations to comply. Cores of salient beliefs related to attitude toward laboratory and nonlaboratory behaviors and cores of salient beliefs related to subjective norm for laboratory and nonlaboratory behaviors were identified. Hypotheses generated from the theory were confirmed. Attitude toward behavior and subjective norm explained significant amounts of variance in behavioral intention for both laboratory and nonlaboratory behaviors. Attitude toward behavior had a greater relative weight than subjective norm for both laboratory and nonlaboratory. The correlations between adjacent constructs in the theoretical model were significant in all cases.     

Academic misconduct among teacher education students: A descriptive-correlational study

Results of a study to determine the extent to which teacher education students perceive their student peers to engage in various forms of academic misconduct are reported. A thirty-seven-item instrument was used to collect data from ninety-seven teacher education students at a southern comprehensive university. Items addressed the frequency of various cheating behaviors, the perceived maturity level of the persons most likely to cheat, and the degree to which respondents felt cheaters “neutralized” their cheating behaviors. Although cheating was not perceived as a major problem among teacher education students, a definite relationship between perceived neutralization and academic misconduct was noted.     

Causal modeling of secondary science students' intentions to enroll in physics

The purpose of this study was to explore the utility of the theory of planned behavior model developed by social psychologists for understanding and predicting the behavioral intentions of secondary science students regarding enrolling in physics. In particular, the study used a three-stage causal model to investigate the links from external variables to behavioral, normative, and control beliefs; from beliefs to attitudes, subjective norm, and perceived behavioral control; and from attitudes, subjective norm, and perceived behavioral control to behavioral intentions. The causal modeling method was employed to verify the underlying causes of secondary science students' interest in enrolling physics as predicted in the theory of planned behavior. Data were collected from secondary science students (N = 264) residing in a central Texas city who were enrolled in earth science (8th grade), biology (9th grade), physical science (10th grade), or chemistry (11th grade) courses. Cause-and-effect relationships were analyzed using path analysis to test the direct effects of model variables specified in the theory of planned behavior. Results of this study indicated that students' intention to enroll in a high school physics course was determined by their attitude toward enrollment and their degree of perceived behavioral control. Attitude, subjective norm, and perceived behavioral control were, in turn, formed as a result of specific beliefs that students held about enrolling in physics. Grade level and career goals were found to be instrumental in shaping students' attitude. Immediate family members were identified as major referents in the social support system for enrolling in physics. Course and extracurricular conflicts and the fear of failure were shown to be the primary beliefs obstructing students' perception of control over physics enrollment. Specific recommendations are offered to researchers and practitioners for strengthening secondary school students' intentions to study physics.     

Understanding Student Cheating and What Educators can do About it

Abstract. This article reviews the empirical evidence on college student cheating and places it in a context that combines economic theories of benefit/cost analysis and unobservable behavior with social network analysis of how widespread rule breaking can develop in an organization. The implications are that students cheat because the benefit/cost tradeoff favors cheating; that the problem of unobservable behavior can be substantially mitigated by promoting academic integrity as the social norm; and that many factors that have contributed to the development of more and stronger relationships between college students have helped to promote cheating. The article makes ten specific recommendations for educators.     

基于计划行为理论的高职学生入党意愿和行为的影响因素研究

基于计划行为理论,引入个人特征变量,构建了高职学生入党意愿和行为影响因素的理论模型,研究了高职学生入党的态度、主观规范、知觉行为控制和政治面貌对其入党意愿和行为的影响。研究结果表明,知觉行为控制、行为态度、主观规范均能正向影响高职学生的入党意愿和行为,作用力依次减弱;高职学生政治面貌能够通过行为态度和知觉行为控制对入党意愿和行为产生间接影响。     

Inclusive education: teachers' intentions and behaviour analysed from the viewpoint of the theory of planned behaviour

The theory of planned behaviour (TPB) claims that behaviour can be predicted by behavioural intention and perceived behavioural control, while behavioural intention is a function of attitude towards the behaviour, subjective norm, and perceived behavioural control. This study aims at providing explanation and prediction of teachers' inclusive education intentions and behaviour under TPB. The main components of TPB were implemented in a survey of 841 teachers from Hong Kong schools in the context of inclusive education. The structural equation modelling results show that TPB fitted the data well (χ²/df?=?2.84; RMSEA?=?0.054; GFI?=?0.92; CFI?=?0.92; and TLI?=?0.91). Identified attributes, including teachers' attitude towards inclusive education, feeling social pressure from important others to carry out inclusive education, and confidence on professional training for involved staff, were found to exert significant predictive power on teachers' intention to implement inclusive education. This intention, together with the confidence on professional training for involved staff, predicts their actual inclusive practice. Teachers' perception of social pressure and adequacy of professional training greatly contribute to predict their intention and behaviour towards inclusive education, respectively. TPB appears to be a sound theoretical framework for understanding teachers' inclusive practice. The results have strong implications for teacher empowerment and professional training in inclusive education.     

Investigating academic dishonesty among Chinese undergraduate students: does gender matter?

The high rate of academic dishonesty reported among Chinese college students has created challenges for practitioners in both domestic and Western universities. Following two contrasting yet complementary scholarly approaches, this study explored the relative importance of predictors indicative of students’ intention to cheat (moral attitude, subjective norm and penalty enforcement) and of their educational preparedness for academic integrity (integrity engagement) in explaining academic dishonesty, with an emphasis on gender differences. We administered a questionnaire survey to a sample of 2009 Chinese undergraduate students. The results indicated that moral attitude and integrity engagement were the major predictors, that subjective norm accounted for marginal variations of academic dishonesty, and that the influence of penalty enforcement was insignificant. Some gender differences on both the mean score and effect levels of the four predictors were revealed. The effects of grade, year and area of study on academic dishonesty (and particularly their joint effects with gender) were noteworthy. These findings are discussed relative to the results of prior studies and the Chinese context.     

Intentions of science teachers to use investigative teaching methods: A test of the theory of planned behavior

The purpose of this study was to explore the utility of the theory of planned behavior for predicting the behavioral intentions of teachers enrolled in the Institute in Physical Science, an EESA, Title II program funded by the Texas Higher Education Coordinating Board. In particular, the study investigated three determinants of teachers' behavioral intentions (BI) set forth in the theory of planned behavior, namely, attitude toward the behavior (AB), subjective norm (SN), and perceived behavioral control (PBC). The behavior of interest in this study was the intention of teachers in grades 5/6 or 9/10 who were enrolled in the Institute to use 50% of the activities and investigations completed in the program with students they would teach during the next school year. Data were collected from 50 elementary and secondary teachers. Simple and hierarchical regression analyses were used to determine the relative contributions of attitude, subjective norm, and perceived behavioral control (and their interactions) to the prediction of behavioral intention. Results of this study indicated that attitude, subjective norm, and perceived behavioral control made significant contributions to the prediction of behavioral intention. Examination of the data blocked on external variables revealed attitude toward the behavior to be the single most important predictor of behavioral intention. Intent to perform the behavior appears to be totally under the control of most teachers, with little need for social support and with ample resources and sufficient opportunities available to perform the behavior.     

DIFFERENCES BETWEEN WOMEN AND MEN REGARDING DECISIONS TO COMMIT TEST CHEATING

Few studies investigating student cheating havereported statistical tests of difference regarding theeffects of variables across gender. Using scenario-basedsurvey data from 598 university students, this study examined differences between womenand men in mean levels and effects of explanatoryvariables on intentions to cheat on a college exam.Findings showed significant gender differences in mean scores on measures of low self-control, shame,perceived external sanctions, grades, and cheatingintentions. Regression analyses showed that the effectsof morals and grades were more pronounced in predicting women's cheating intentions, whereas men weremore affected by prior cheating and perceived pleasureof cheating. Analyses further showed that higher levelsof anticipated shame among women and less self-control among men accounted for most of the variationin cheating intentions between women and men.     

Predicting pre-service teachers’ intention of implementing peer assessment for low-achieving students

Despite the benefits of peer assessment, many teachers are not willing to implement it, particularly for low-achieving students. This study used the theory of planned behaviour to predict pre-service teachers’ intention to use peer assessment for low-achieving students. A total of 229 pre-service teachers in Singapore participated in the survey which consists of eight factors about peer assessment in writing: belief of knowledge source, belief of ability, belief of constructivist assessment, attitude, subjective norm, perceived behaviour control, behavioural intention, and intention for low-achieving students. Structural equation modelling was used to test hypothesized relationships of the eight factors. This study found that pre-service teachers’ beliefs about knowledge source and constructivist assessment significantly influenced their attitude towards peer assessment of writing. In addition, the attitude and perceived behaviour control were significant factors in shaping the intention of peer assessment. Lastly, pre-service teachers’ intention of implementing peer assessment for low-achieving students was influenced by both the intention of peer assessment and the belief of ability.     

Predicting Girls’ Learning Behaviour in Secondary School Mathematics Lessons from Motivational and Learning Environment Factors

Previous studies in secondary schools in disadvantaged areas have shown that learning intentions and behaviour in lessons could be predicted from factors related to the classroom context, such as prior learning behaviour and self efficacy judgements. However, attitudes and perceived pressures do not predict intentions and behaviour. In addition to investigating these relationships in an independent girls’ school, this study also explored the significance of goal orientation and perceived learning environment for learning intentions and behaviour. Seventy pupils aged 12‐14 years from two age groups, each with two ability groups, took part in a repeated measures study during maths lessons over 7 weeks. The results confirmed that attitudes and subjective norm did not predict intention and learning behaviour. Past learning behaviour related predictively to lesson behaviour and self efficacy judgements about being able to engage in learning behaviours. Self efficacy, which was itself predicted by perceptions of class cohesion and reports of goal orientation, was the best predictor of learning intentions, which was in turn the only predictor of learning behaviour. The results are discussed in terms of the possible significance of learning attitudes when there is subject choice. They also point to the need for further study of the relationships between perceived learning environment, self efficacy and learning intentions.     

Views of cheating among college students and faculty

College students (N = 446) and faculty (N = 97) completed a survey examining views of cheating. Agreement was noted on most situations. When differences were noted, students tended to be stricter than faculty in their evaluations and were more likely than faculty to label a situation as cheating. Opinions and views of cheating were influenced more by behavior, whether “premeditated” or “opportunistic,” than by intention.