Peer effects on academic cheating among high school students in Taiwan

2011 ◽  
Vol 13 (1) ◽  
pp. 147-155 ◽  
Author(s):  
Chun-Li Tsai
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Effects ◽  
School Students ◽  
Academic Cheating

scholarly journals Academic Cheating in School: A Process of Dissonance Between Knowledge and Conduct

2017 ◽  
Vol 8 (6) ◽  
pp. 155-162 ◽  
Author(s):  
Andrian Pramadi ◽  
Marthen Pali ◽  
Fattah Hanurawan ◽  
Adi Atmoko
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Influence ◽  
Junior High School ◽  
Junior High ◽  
Sample Collection ◽  
School Students ◽  
Collection Method ◽  
Academic Cheating ◽  
Cheating Behavior

AbstractAcademic cheating behavior in schools have been discussed and reported. Students display academic cheating behavior during tests, quizzes, or tasks. The dynamics of academic cheating behavior is complex and not easily explained with just one factor. The external factors such as peer influence, teacher’s teaching methods, parental pressure, and academic climate are factors that interact with each other to bring out student academic cheating behavior. The grades or numbers from the tests, quizzes, or tasks are used to represent the students’ academic performance in school. On junior high school, cheating is already common, generally conducted during tests or quizzes in the form of copying the answers of other students and cooperating on the test. This research is a preliminary quantitative study in the attempt to describe academic cheating behavior on 139 grade XII junior high school students. Sample collection was conducted with “multistage random stratified sampling” or graded/leveled random collection method, which is a sample collection method with population units grouped into homogeneous groups. Research results showed that there were no correlation between students’ knowledge of plagiarizing behavior with the behavior appearance (r = -.0.096, p = 0.260) and between knowledge of cheating behavior with the behavior appearance (r = -0.08, p = 0.925). However, there was a difference on the appearance of plagiarizing behavior reviewed from the knowledge of plagiarism (F = 2.303, p = 0.038) while there was no difference on cheating behavior reviewed from the knowledge of cheating (F = 1.18, p = 0.355). This showed that the frequency of students conducting cheating or plagiarizing behavior was not merely based on their level of knowledge.

Investigating the Link Between Home–School Dissonance and Academic Cheating Among High School Students

2013 ◽  
Vol 48 (2) ◽  
pp. 314-334 ◽  
Author(s):  
Lynda Brown-Wright ◽  
Kenneth M. Tyler ◽  
Danelle Stevens-Watkins ◽  
Deneia Thomas ◽  
Shambra Mulder ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Home School ◽  
School Students ◽  
Academic Cheating

Peer Effects in the Individual and Group Literacy Achievement of High-School Students in a Bi-dialectal Context

2019 ◽  
Vol 40 (2) ◽  
pp. 117-148
Author(s):  
S. Joel Warrican ◽  
Melissa L. Alleyne ◽  
Patriann Smith ◽  
Jehanzeb Cheema ◽  
James R. King
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Effects ◽  
Literacy Achievement ◽  
School Students ◽  
The Individual

scholarly journals Academic Fraud in Online System during the COVID-19 Pandemic: Evidence from Lampung - Indonesia

2021 ◽  
pp. 34-52
Author(s):  
Fajar Purwatmiasih ◽  
. Sudrajat ◽  
Reni Oktavia
Keyword(s):  
High School ◽  
High School Students ◽  
Analysis Method ◽  
Vocational High School ◽  
School Students ◽  
Academic Cheating ◽  
Four Dimensions ◽  
Academic Fraud ◽  
The Impact ◽  
Line Analysis

This study aims to find indications of academic fraud in the implementation of final semester assessment online from the perspective of diamond fraud theory consisting of four dimensions; pressure, opportunity, rationalization, and capability. This quantitative study with a questionnaire created with Microsoft Form to collect the required data. This research was conducted in Lampung Tengah on December 14, 2020, from 07.30 to 15.00 WIB using the Microsoft Form questionnaire. The number of samples in this study was 81. Respondents in this study were 3 vocational high school students in Lampung Tengah Regency who participated in the final semester assessment online. The data obtained is processed using the line analysis method with Smart PLS 3.3.2 software. The results showed that pressures and opportunities have no significant effect on academic cheating in the implementation of final semester assessment online. While rationalization and positive ability have a significant effect on academic cheating in the assessment of the final semester online. In addition to the impact of academic fraud, the results of this study provide solutions to reduce the occurrence of academic fraud in Vocational High School students conducted online.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

Mobilizing for Some

2016 ◽  
Vol 28 (3) ◽  
pp. 123-135 ◽  
Author(s):  
Raffael Heiss ◽  
Jörg Matthes
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Experimental Design ◽  
Collective Efficacy ◽  
Political Efficacy ◽  
Negative Effects ◽  
School Students ◽  
Positive Effects ◽  
Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

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