The Relationship between Moral Reasoning and Plagiarism in Accounting Courses: A Replication Study

2007 ◽  
Vol 22 (1) ◽  
pp. 45-55 ◽  
Author(s):  
Mohammad J. Abdolmohammadi ◽  
C. Richard Baker
Keyword(s):  
Moral Reasoning ◽  
Grade Point Average ◽  
Inverse Relationship ◽  
Defining Issues Test ◽  
The Internet ◽  
Writing Assignments ◽  
Grade Point ◽  
Significant Inverse Relationship ◽  
Accounting Courses ◽  
The Relationship

We investigate the relationship between moral reasoning and plagiarism by students in accounting courses. Using the Internet tool, turnitin.com (http://www.turnitin.com), we define plagiarism as the percentage of words copied from the Internet without proper acknowledgement of the source. We use writing assignments at the beginning and the end of the semester in three undergraduate and three graduate capstone accounting courses to hypothesize and find support for a significant inverse relationship between moral reasoning, as measured by the Defining Issues Test, and plagiarism. We also find evidence of significantly more plagiarism at the end of the semester than the beginning, and an inverse relationship between plagiarism and grade point average.

scholarly journals Macronutrient Quality and All-Cause Mortality in the SUN Cohort

Nutrients ◽  
2021 ◽  
Vol 13 (3) ◽  
pp. 972
Author(s):  
Susana Santiago ◽  
Itziar Zazpe ◽  
Cesar I. Fernandez-Lazaro ◽  
Víctor de la de la O ◽  
Maira Bes-Rastrollo ◽  
...  
Keyword(s):  
Quality Index ◽  
Inverse Relationship ◽  
A Priori ◽  
The Sun ◽  
Significant Inverse Relationship ◽  
Carbohydrate Quality ◽  
All Cause Mortality ◽  
Middle Aged Adults ◽  
The Relationship

No previous study has assessed the relationship between overall macronutrient quality and all-cause mortality. We aimed to prospectively examine the association between a multidimensional macronutrient quality index (MQI) and all-cause mortality in the SUN (Seguimiento Universidad de Navarra) (University of Navarra Follow-Up) study, a Mediterranean cohort of middle-aged adults. Dietary intake information was obtained from a validated 136-item semi-quantitative food-frequency questionnaire. We calculated the MQI (categorized in quartiles) based on three quality indexes: the carbohydrate quality index (CQI), the fat quality index (FQI), and the healthy plate protein source quality index (HPPQI). Among 19,083 participants (mean age 38.4, 59.9% female), 440 deaths from all causes were observed during a median follow-up of 12.2 years (IQR, 8.3–14.9). No significant association was found between the MQI and mortality risk with multivariable-adjusted hazard ratio (HR) for the highest vs. the lowest quartile of 0.79 (95% CI, 0.59–1.06; Ptrend = 0.199). The CQI was the only component of the MQI associated with mortality showing a significant inverse relationship, with HR between extreme quartiles of 0.64 (95% CI, 0.45–0.90; Ptrend = 0.021). In this Mediterranean cohort, a new and multidimensional MQI defined a priori was not associated with all-cause mortality. Among its three sub-indexes, only the CQI showed a significant inverse relationship with the risk of all-cause mortality.

A Note on Ethics Educational Interventions in an Undergraduate Auditing Course: Is There an “Enron Effect”?

2004 ◽  
Vol 19 (1) ◽  
pp. 53-71 ◽  
Author(s):  
Christine E. Earley ◽  
Patrick T. Kelly
Keyword(s):  
Moral Reasoning ◽  
Moral Dilemmas ◽  
Educational Interventions ◽  
Defining Issues Test ◽  
Accounting Students ◽  
The Public ◽  
Reasoning Abilities ◽  
Accounting Scandals ◽  
Accounting Courses ◽  
Context Specific

In light of recent accounting scandals and the ensuing “crisis in confidence” facing the public accounting profession, there is a new challenge to accounting educators: how to effectively incorporate ethics into accounting courses, and increase the moral reasoning abilities of their students. Providing accounting students with the ability to reason effectively with respect to moral dilemmas may help to minimize future judgment errors in accounting and auditing settings. This article describes several different educational interventions that were adopted in an undergraduate auditing course. Students' moral reasoning was assessed both at the beginning and the end of the course to determine whether their moral reasoning scores improved based on the interventions. This was done over two semesters: one occurring in 2001 (“pre-Enron”), and one occurring in 2002 (“post-Enron”). Accounting context-specific scores were collected in both semesters (using Thorne's [2000] Accounting Ethical Dilemma Instrument [AEDI]), and general moral reasoning scores (Rest's [1979] Defining Issues Test [DIT]) were also collected in the post-Enron semester. Results indicate increases in AEDI scores, which were robust over both semesters. There was no corresponding increase in DIT scores, which is consistent with previous research; however, students' DIT scores were not significantly different than AEDI scores, which is contrary to the findings of Thorne (2001). In addition, the educational interventions appear to be equally effective in both the pre-Enron and post-Enron semesters, indicating the absence of an “Enron effect.”

scholarly journals Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement

2008 ◽  
Vol 9 (2) ◽  
Author(s):  
Lucy Barnard ◽  
Valerie Paton ◽  
William Lan
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Positive Relationship ◽  
Online Course ◽  
Grade Point ◽  
Learning Behaviors ◽  
Self Regulatory Learning ◽  
The Relationship

Positive perceptions of online course communication and collaboration have been associated with better academic outcomes, while self-regulatory learning behaviors have also been linked to academic achievement and other positive learning outcomes. In the current study, we examined whether self-regulatory learning behaviors may be considered as mediating the relationship between student perceptions of online course communication and collaboration with academic achievement as measured by grade point average (GPA). Results indicate that online self-regulatory learning behaviors, though not strongly associated with academic achievement in and of themselves, do mediate the positive relationship between student perceptions of online course communication and collaboration with academic achievement.

Preliminary Report on the Validity of the Scholastic Aptitude Test in Iran

1978 ◽  
Vol 43 (1) ◽  
pp. 99-102
Author(s):  
A. A. Hosseini
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
Ministry Of Education ◽  
Aptitude Test ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
National Examinations ◽  
Twelfth Grade ◽  
The Relationship

This study investigated the relationship between the Scholastic Aptitude Test scores of the National Organization for Education Evaluation of the Iranian Ministry of Sciences and Higher Education and the grade point average (GPA) of the twelfth grade National Examinations of the Iranian Ministry of Education. The test scores of 1170 freshmen correlated significantly with the GPA of the twelfth grade National Examinations. Some evidence for the construct validity of the test is cited.

A Study On Emotional Intelligence And Academic Achievement In Malaysia

2020 ◽  
Vol 7 (10) ◽  
pp. 109-115
Author(s):  
Cyndra Robert Budull ◽  
Nur Khairunisa Abu Talip ◽  
Noreriani Sabturani ◽  
Theresa Ahing ◽  
Muhamad Syukrie Abu Talip
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
University Students ◽  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Undergraduate University Students ◽  
The University ◽  
The Relationship ◽  
Pearson Correlations

The study aimed to explore the relationship between emotional intelligence (EI) and academic achievement (AA) among undergraduate university students in Malaysia. Four hundred and sixty (n=460) undergraduate university students in Malaysia involved in the present study. The Assessing Emotional Scale (AES) questionnaire was used to measure EI, while the Cumulative Grade Point Average (CGPA) used to determine AA scores. Pearson correlations were utilized to examine the relationship between EI and AA. The findings showed positive and weak relationship between overall emotional intelligence (EI) and academic achievement (r=.090), perception of emotion (PE) and academic achievement (r=.016) and managing others’ emotion (MOTE) and academic achievement (r=.044). Perception of Emotion (PE) are found significantly and positively correlate with academic achievement (r=.101). A significant positive relationship also reported between Managing Own Emotion (MOE) and academic achievement (r=.123). This study helps in understanding and providing information on the university students’ emotional intelligence and academic achievement during undergraduate life.

scholarly journals The Relationship between Time to Complete a Test and Test Performance

2009 ◽  
Vol 8 (2) ◽  
pp. 53-56 ◽  
Author(s):  
R. Eric Landrum ◽  
Heather Carlson ◽  
Wendy Manwaring
Keyword(s):  
Grade Point Average ◽  
Test Performance ◽  
Completion Time ◽  
Demographic Variables ◽  
Open Book ◽  
Grade Point ◽  
Test Items ◽  
Statistics Course ◽  
The Relationship ◽  
Test Completion

One hundred eighty-three students enrolled in an undergraduate psychology statistics course completed three tests comprised of different amounts of closed book and open book test items. For these tests, students also recorded their test completion time, for extra credit. We then combined course-based student data with preexisting demographic variables. We found that test completion time was sometimes negatively correlated with test performance, but not consistently so. Student age was positively correlated with test completion time, and prior term grade point average (GPA) and prior cumulative GPA were both positively correlated with test performance. We discuss these results by exploring possible reasons for the inconsistent relationship between test completion time and test performance, and the advice we might give to students regarding these matters.

scholarly journals Modeling Wording Effects Does Not Help in Recovering Uncontaminated Person Scores: A Systematic Evaluation With Random Intercept Item Factor Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
María Dolores Nieto ◽  
Luis Eduardo Garrido ◽  
Agustín Martínez-Molina ◽  
Francisco José Abad
Keyword(s):  
Factor Analysis ◽  
Grade Point Average ◽  
Learning Strategies ◽  
Model Fit ◽  
Systematic Evaluation ◽  
Grade Point ◽  
Independent Variables ◽  
Random Intercept ◽  
Item Factor Analysis ◽  
The Relationship

The item wording (or keying) effect consists of logically inconsistent answers to positively and negatively worded items that tap into similar (but polarly opposite) content. Previous research has shown that this effect can be successfully modeled through the random intercept item factor analysis (RIIFA) model, as evidenced by the improvements in the model fit in comparison to models that only contain substantive factors. However, little is known regarding the capability of this model in recovering the uncontaminated person scores. To address this issue, the study analyzes the performance of the RIIFA approach across three types of wording effects proposed in the literature: carelessness, item verification difficulty, and acquiescence. In the context of unidimensional substantive models, four independent variables were manipulated, using Monte Carlo methods: type of wording effect, amount of wording effect, sample size, and test length. The results corroborated previous findings by showing that the RIIFA models were consistently able to account for the variance in the data, attaining an excellent fit regardless of the amount of bias. Conversely, the models without the RIIFA factor produced increasingly a poorer fit with greater amounts of wording effects. Surprisingly, however, the RIIFA models were not able to better estimate the uncontaminated person scores for any type of wording effect in comparison to the substantive unidimensional models. The simulation results were then corroborated with an empirical dataset, examining the relationship between learning strategies and personality with grade point average in undergraduate studies. The apparently paradoxical findings regarding the model fit and the recovery of the person scores are explained, considering the properties of the factor models examined.

scholarly journals It matters to be in good hands: the relationship between good governance and pandemic spread inferred from cross-country COVID-19 data

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Munirul H. Nabin ◽  
Mohammad Tarequl Hasan Chowdhury ◽  
Sukanto Bhattacharya
Keyword(s):  
Fixed Effects ◽  
Inverse Relationship ◽  
Good Governance ◽  
Time Window ◽  
Significant Inverse Relationship ◽  
Key Factor ◽  
Positive Rate ◽  
Quality Of Governance ◽  
The Relationship

AbstractThis study examines the relationship between good governance and pandemic control using month-wise COVID-19 pandemic data within a time window from April to September 2020. The study argues that countries with better governance are more capable of adopting and implementing appropriate policies and that such governments are considered more trustworthy by their people. Combined, these factors enable such countries to better control a pandemic like COVID-19. Using several measures of good governance and two measures of pandemic spread, namely the COVID-19 positive rate and the COVID-19 growth rate, this paper tests its argument econometrically in a sample of 185 countries. The results show the existence of a significant inverse relationship between all measures of good governance, and the COVID-19 positive and growth rates. The significant inverse relationship largely persists even after controlling for continent-fixed effects and a host of geographic, demographic, and socio-economic factors. This indicates the presence of a strong systemic linkage between quality of governance and pandemic control. The findings empirically strengthen the argument of eminent medical historians concerning the importance of effective governmental intervention for epidemic control. The study reveals that the quality of governance is a key factor in a country’s success in pandemic management and encourages further investigation.

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