The Influence of Ethics Instruction, Religiosity, and Intelligence on Cheating Behavior

Background: Introductory Psychology students rarely learn about unethical biomedical research outside the Tuskegee syphilis study, but these practices were widespread in U.S. public health research (e.g., at the Willowbrook State School researchers infected children with disabilities with hepatitis). Objectives: Replicate and extend Grose-Fifer’s research ethics activity by evaluating if an online homework and in-class role-play increased awareness of unethical research and abuses at Tuskegee (replication) and Willowbrook (extension) and subsequent changes in human subjects protections. Method: As homework, students read about the studies and wrote statements from perspectives of individuals involved. In class, students read their statements and discussed how outrage led to research conduct regulations. Online pre/posttests asked students why it was important to learn about both studies. Results: At posttest, students were more aware of unethical research at Willowbrook and that Tuskegee led to changes in human subjects protections. Students who completed the role-play activity were less likely to mention abuses for Tuskegee than students who did not participate. Conclusion: We were partially successful in replicating and extending Grose-Fifer. Teaching Implications: Research ethics instruction should draw attention to historical precedents and how public outrage and social activism led to increased protections for research participants.

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Breathing to the path of virtue - The effects of justice sensitivity and state mindfulness on cheating behavior in a group performance task

Personality and Individual Differences ◽

10.1016/j.paid.2021.110851 ◽

2021 ◽

Vol 178 ◽

pp. 110851

Author(s):

Alexander Götmann ◽

Myriam N. Bechtoldt ◽

Detlef Fetchenhauer

Keyword(s):

Group Performance ◽

Performance Task ◽

Cheating Behavior ◽

State Mindfulness ◽

Justice Sensitivity

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Cheating on exams: Investigating Reasons, Attitudes, and the Role of Demographic Variables

SAGE Open ◽

10.1177/21582440211004156 ◽

2021 ◽

Vol 11 (2) ◽

pp. 215824402110041

Author(s):

Mohammad Salehi ◽

Samaneh Gholampour

Keyword(s):

Negative Attitude ◽

Demographic Variables ◽

Descriptive Statistics ◽

Achievement Scores ◽

Inferential Statistics ◽

Cheating Behavior ◽

Iranian Students ◽

Iranian Context ◽

Relationship Of

Cheating is an academically dishonest behavior about which there has been a thrust of research. However, it has not been extensively researched in an Iranian context. Therefore, the current study was conducted with 310 Iranian students. A cheating questionnaire was devised and administered to the participants. Certain demographic variables were investigated. Both descriptive and inferential statistics were employed to analyze the obtained data. The results of the descriptive statistics revealed that cheating was common among participants, and most students did not harbor any negative attitude toward cheating or at least were neutral about it. The most common method of cheating was “letting others look at their papers while taking exams.” The most common reason for cheating was “not being ready for the exam.” As for inferential statistics, one-way analysis of variance, an independent t-test, and correlational analyses were used to test the effect and relationship of demographic variables on and between the cheating behaviors of the participants. It was found that none of the two demographic variables of gender and year level had any effect on students’ cheating behaviors. Furthermore, achievement scores and age were not significantly correlated with cheating behavior scores.

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Why Do College Students Cheat? A Structural Equation Modeling Validation of the Theory of Planned Behavior

International Education Studies ◽

10.5539/ies.v10n8p40 ◽

2017 ◽

Vol 10 (8) ◽

pp. 40 ◽

Cited By ~ 1

Author(s):

Saeed Abdullah AL-Dossary

Keyword(s):

High School ◽

Structural Equation Modeling ◽

Theory Of Planned Behavior ◽

Planned Behavior ◽

Undergraduate Students ◽

Structural Equation ◽

Equation Modeling ◽

Cheating Behavior ◽

Tpb Model ◽

Explained Variance

Cheating on tests is a serious problem in education. The purpose of this study was to test the efficacy of a modified form of the theory of planned behavior (TPB) to predict cheating behavior among a sample of Saudi university students. This study also sought to test the influence of cheating in high school on cheating in college within the framework of the TPB. Analyses were conducted on a sample of 322 undergraduate students using structural equation modeling. The results were consistent with the TPB model’s predictions. The TPB model explained a modest variance in cheating in college. When cheating in high school added to the model, the proportion of explained variance increased and cheating in high school was the best predictor of cheating in college. Although not hypothesized by the TPB, subjective norm had a direct effect on attitude.

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