Using the Scenario Method to Analyze Cheating Behaviors
Using the Scenario Method to Analyze Cheating Behaviors
复制标题
使用情景法分析作弊行为
DOI：
10.1007/s10805-012-9173-4
复制
发表时间：
2013
影响因子：
1.8
通讯作者：
M. F. Elikai
中科院分区：
文献类型：
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作者：
Peter W. Schuhmann;R. Burrus;Preston D. Barber;J. E. Graham;M. F. Elikai
本文利用学生自我报告的作弊行为和假设作弊场景的答案，分析了个人和情境因素对潜在作弊行为的影响。结果证实了有关与作弊有关的学生因素的几个结论。作弊的可能性与年龄较小的学生、较低的 GPA、饮酒、兄弟会/联谊会成员以及高中时作弊有关。学生对惩罚的确定性和严重性的看法似乎对课堂作业作弊的可能性产生负面且重大的影响。认为作弊是不可接受的学生在任何情况下作弊的可能性都显着降低。这项研究说明了学术不诚实的背景依赖性，以及理解可衡量因素与作弊行为之间关系的相关困难。
Using student self-reported cheating admissions and answers from a hypothetical cheating scenario, this paper analyzes the effects of individual and situational factors on potential cheating behavior. Results confirm several conclusions about student factors that are related to cheating. The probability of cheating is associated with younger students, lower GPAs, alcohol consumption, fraternity/sorority membership, and having cheated in high school. Student perceptions of the certainty and severity of punishment appear to have a negative and significant impact on the probability of cheating on in-class assignments. Students who report a belief that cheating is never acceptable appear to be significantly less likely to cheat in any circumstance. This study illustrates the context-dependent nature of academic dishonesty, and the associated difficulty in understanding the relationships between measurable factors and cheating behavior.