A Preliminary Examination of the Effectiveness of Assessment Questions in Detecting Dishonest Behavior

2021 ◽  
Author(s):  
Kevan L. Jensen ◽  
Mark W. Smith
Keyword(s):  
University Students ◽  
Empirical Support ◽  
Preliminary Examination ◽  
Forensic Accounting ◽  
Assessment Questions

ABSTRACT: This study examines the effectiveness of assessment questions in distinguishing perpetrators of dishonest acts from non-perpetrators. Virtually all fraud examination or forensic accounting textbooks teach that assessment questions are useful in identifying perpetrators. Yet there are no scientific studies that provide empirical support for this notion. Using cheating and shoplifting as examples of dishonest acts (i.e., fraud), and using a series of studies wherein we anonymously put assessment questions to university students, we find that students who have perpetrated dishonest acts respond differently to assessment questions than do students who have not perpetrated those acts. Cheaters tend to say that cheating is more common than do non-cheaters, and cheaters tend to say that punishments for cheating should be less severe than do non-cheaters. Results for shoplifters versus non-shoplifters are similar. Some assessment questions are more effective than others, and how questions are framed seems to be relevant.

Translating ambiguous and nonambiguous Words in a foreign Language

2003 ◽  
Vol 139-140 ◽  
pp. 129-152
Author(s):  
Paul Bogaards ◽  
Elisabeth Van Der Linden ◽  
Lydius Nienhuis
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learners ◽  
Mother Tongue ◽  
Empirical Support ◽  
Lexical Ambiguity ◽  
Target Language ◽  
Bilingual Lexicon ◽  
The Individual

The research to be reported on in this paper was originally motivated by the finding that about 70% of the mistakes made by university students when translating from their mother tongue (Dutch) into their foreign language (French) were lexical in nature (NIENHUIS et al. 1989). This was partially confinned in the investigation described in NIENHUIS et al. (1993). A closer look at the individual errors suggested that many problems were caused by words with more than one meaning which each require different translations in the target language. In the research reported on in this paper, we checked our fmdings in the light of what is known about the structure of the bilingual lexicon and about the ways bilinguals have access to the elements of their two languages. On the basis of the model of the bilingual lexicon presented by KROLL & Sholl (1992) an adapted model is proposed for the processing of lexical ambiguity. This leads to a tentative schema of the mental activities that language learners have to perfonn when they are translating from their mother tongue into a foreign language, The second part of the paper describes two experiments we have carried out in order to find empirical support for such a schema. The last section of the paper contains a discussion of the results obtained as well as the conclusions that can be drawn.

scholarly journals Effects of Text Messaging on Academic Performance

2011 ◽  
Vol 4 (1) ◽  
pp. 4-9 ◽  
Author(s):  
Amanda Barks ◽  
H. Russell Searight ◽  
Susan Ratwik
Keyword(s):  
University Students ◽  
Text Messaging ◽  
Empirical Support ◽  
Cellular Phone ◽  
Task Shifting ◽  
Text Messages ◽  
Psychology Research ◽  
Lecture Material ◽  
Lower Test ◽  
Considerable Experience

ABSTRACT University students frequently send and receive cellular phone text messages during classroom instruction. Cognitive psychology research indicates that multi-tasking is frequently associated with performance cost. However, university students often have considerable experience with electronic multi-tasking and may believe that they can devote necessary attention to a classroom lecture while sending and receiving text messages. In the current study, university students who used text messaging were randomly assigned to one of two conditions: 1. a group that sent and received text messages during a lecture or, 2. a group that did not engage in text messaging during the lecture. Participants who engaged in text messaging demonstrated significantly poorer performance on a test covering lecture content compared with the group that did not send and receive text messages. Participants exhibiting higher levels of text messaging skill had significantly lower test scores than participants who were less proficient at text messaging. It is hypothesized that in terms of retention of lecture material, more frequent task shifting by those with greater text messaging proficiency contributed to poorer performance. Overall, the findings do not support the view, held by many university students, that this form of multitasking has little effect on the acquisition of lecture content. Results provide empirical support for teachers and professors who ban text messaging in the classroom.

Application of a Modified Internet Shopper Lifestyle Scale to Taiwanese College-Age Sporting Goods Consumers

2014 ◽  
Vol 42 (8) ◽  
pp. 1245-1256 ◽  
Author(s):  
Weisheng Chiu ◽  
Hyung-Hoon Kim ◽  
Young-Ae Lee ◽  
Doyeon Won
Keyword(s):  
Cluster Analysis ◽  
University Students ◽  
Factor Model ◽  
Empirical Support ◽  
Marketing Strategies ◽  
Convenience Sample ◽  
College Age ◽  
Sporting Goods

We investigated segments of college-age online sporting goods consumers based on the dimensions of a modified Internet shopper lifestyle scale. Participants comprised a convenience sample of 1,187 Taiwanese university students who were online sporting goods consumers. The results confirmed the dimensionality of the modified scale and provided strong empirical support for a 6-factor model comprising Internet convenience, Internet distrust, Internet window shopping, Internet logistics, bricks-and-mortar, and Internet offers. Next, using cluster analysis, we identified 3 groups of college-age sporting goods consumers, whom we labeled shopping lovers, tentative shoppers, and suspicious shoppers. The characteristics of each segment were explored to aid in understanding online sporting goods consumers. These findings provide implications for sporting goods marketers, who can tailor marketing strategies to each segment.

If you want to develop an effective autism training, ask autistic students to help you

Autism ◽  
2021 ◽  
pp. 136236132110410
Author(s):  
Kristen Gillespie-Lynch ◽  
Jennifer B Bisson ◽  
Sabine Saade ◽  
Rita Obeid ◽  
Bella Kofner ◽  
...  
Keyword(s):  
United States ◽  
University Students ◽  
Undergraduate Students ◽  
Implicit Association Test ◽  
Empirical Support ◽  
The United States ◽  
Association Test ◽  
Implicit Association ◽  
Autistic People ◽  
Participatory Training

Autistic university students face stigma. Online trainings have been used to improve explicit autism stigma (social distance) and knowledge among university students in different countries. However, autistic university students have not typically been involved in developing such trainings. We developed two autism trainings: a participatory training (developed in collaboration with autistic university students) and a non-participatory training. We evaluated these trainings with undergraduate students in the United States and Lebanon. A pilot study revealed improvements in implicit biases (measured with an Implicit Association Test) and knowledge following both trainings, but no clear benefit of the participatory training in particular. Feedback revealed that participants found the Implicit Association Test tedious, suggesting that it might have dampened effects by boring participants. To increase engagement, we removed the Implicit Association Test and conducted a cross-university training comparison which revealed evidence that the participatory training was more effective than the non-participatory training at improving autism knowledge, explicit stigma, and attitudes toward inclusion. Autistic co-authors coded participant feedback and identified three key themes to guide future training development and adaptation: an (inter)personal element, accessibility, and clarity of information. These studies provide empirical support for the oft-cited, but rarely directed tested, benefits of involving autistic people in research about autism. Lay abstract Autistic university students are often left out because people do not understand autism. We wanted to help people understand autism. Most autism trainings are not made by autistic people. Autistic people know what it is like to be autistic. So autistic people may be the best teachers when it comes to teaching about autism. Autistic students and non-autistic professors made an autism training. The students made videos for the training. They also helped make questions to see what people learned from the trainings. Professors who are not autistic made a training on their own. Students in New York City tried out the trainings. After they answered questions, they did either the training the autistic students helped make or the training made by only professors. Then, they answered questions again. We learned from the students how to make our trainings better. Then, students from two universities in the United States and one university in Lebanon did our trainings and questions. Both trainings made hidden feelings about autism better. The training autistic students helped make taught students more than the training professors made on their own. The autistic-led training also helped students accept autism more. These studies show that autistic students can make autism research and trainings better. At the end of this article, autistic students share their ideas for how to make autism trainings even better in the future.

Enhancing the contribution of volunteering to career commitment with friendship among university students

2017 ◽  
Vol 22 (7) ◽  
pp. 754-771 ◽  
Author(s):  
Chau-kiu Cheung ◽  
Elaine Suk-ching Liu
Keyword(s):  
Social Capital ◽  
University Students ◽  
Empirical Support ◽  
Career Commitment ◽  
Social Capital Theory ◽  
Network Density ◽  
Future Research ◽  
Panel Survey ◽  
Capital Theory ◽  
Content Type

Purpose Encouraging college students to volunteer is a supposed but uncharted way to contribute to their career commitment. Clarifying the ways of the contribution is therefore necessary. From the social capital perspective, volunteering and network density among friends represent social capital to reinforce each other. Thus, the purpose of this paper is to study the enhancement of the contribution by the density. Design/methodology/approach The examination employs a two-wave panel survey of 410 university students to estimate the effects of volunteering and friend network density at Wave 1 on career commitment at Wave 2. Essentially, the examination adjusted for biases due to sample attrition and self-selection into volunteering. Findings Volunteering at Wave 1 showed a significant contribution to career commitment at Wave 2. Moreover, the contribution significantly increased with friend network density at Wave 1. Research limitations/implications Findings from this panel survey of university students in Hong Kong require future research for substantiation. For instance, such research can apply an experimental design to volunteering to guarantee the internal validity of the contribution of volunteering. Practical implications Social capital theory is applicable to the promotion of career commitment. Specifically, optimizing the strength of social capital through the combination of volunteering and friendship is promising. Originality/value Empirical support for the application of social capital theory to career development is evident. Particularly, the joint contribution of volunteering and friendship is demonstrable.

scholarly journals An Investigation of the Social and Academic Uses of Digital Technology by University Students

2014 ◽  
Vol 1 (2) ◽  
pp. 109
Author(s):  
Eliana Gallardo Echenique
Keyword(s):  
University Students ◽  
Digital Technology ◽  
Teaching And Learning ◽  
First Generation ◽  
New Technology ◽  
Empirical Support ◽  
Digital Technologies ◽  
Developed Countries ◽  
Net Generation ◽  
The Social

In most developed countries university students use digital technologies and the Internet in all facets of their daily life. These students represent the first generation to grow up with this new technology and have been given various names that emphasize its affinity and tendency to use digital technology such as digital natives, Net generation and Millennials. Given the lack of empirical support for the notion of a “digital generation”, this study presents a different perspective of what these learners think about their use of digital technologies for academic and social purposes and how they feel about the “Digital Native Generation” phenomenon. This study examines this issue in depth to gain an understanding of what the growing use of new digital technologies means for teaching and learning in higher education.

scholarly journals Millennial Work Ethic: A Preliminary Examination of the Work Ethic Profile of Filipino University Students

2018 ◽  
Vol 9 (6) ◽  
pp. 121-130 ◽  
Author(s):  
Joseph Ching Velasco ◽  
Jeremy de Chavez
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Work Ethic ◽  
Short Form ◽  
Private University ◽  
Delay Of Gratification ◽  
Male And Female ◽  
Preliminary Examination ◽  
Self Reliance ◽  
Metro Manila

Abstract At present, most students in the universities are considered millennials. As explained by Delcampo, Haggerty, Haney, and Knippel (2010), millennials are individuals born from 1981-2000. In general, millennials are perceived to be the “me” generation or “hero” generation. In addition, they are criticized as individuals who are self-centered, unmotivated, disrespectful, and disloyal (Myers & Sadaghiani, 2010). Given the conflicting and, to some extent, uncritical generalizations about the millennial cohort, this paper explores the work ethic profile of Filipino millennial university students. The respondents of this study are 248 university students from a private university in Metro Manila, Philippines. Through the Multidimensional Work Ethic Profile - Short Form (MWEP-SF), the seven dimension of work ethic were described. Results reveal that Filipino millennial university students scored high on self-reliance. Likewise, they have high mean scores in the dimensions of centrality of work, wasted time, morality/ethics, delay of gratification, and hard work. The dimension of leisure is ranked the lowest. The findings further reveal that there are significant differences in work ethic between male and female respondents. However, in terms of academic specialization, no significant differences were observed. Considering academic achievement, workload, and study hours, these factors interact with the different facets of work ethic.

scholarly journals Assessing e-learning system in higher education institutes

2018 ◽  
Vol 15 (1) ◽  
pp. 59-78 ◽  
Author(s):  
Muhammad Ali ◽  
Syed Ali Raza ◽  
Wasim Qazi ◽  
Chin-Hong Puah
Keyword(s):  
Higher Education ◽  
University Students ◽  
Technology Acceptance ◽  
Theory Of Planned Behaviour ◽  
Empirical Support ◽  
Learning System ◽  
Planned Behaviour ◽  
Web Based ◽  
Content Type ◽  
E Learning

Purpose This study aims to examine university students’ acceptance of e-learning systems in Pakistan. A Web-based learning system is a new form of utilizing technological features. Although, developed countries have initiated and established the concept for e-learning, developing countries require empirical support to implement e-learning. Design/methodology/approach This paper further explains a conceptual model that is based on the technology acceptance model (TAM). Earlier theories such as the theory of reasoned action (TRA), theory of planned behaviour (TPB) and decomposed theory of planned behaviour (DTPB) have been conducted on user behavioural intention (BI). TAM is considered as the most relevant framework in a Web-based context. To analyse the present study’s hypothesized model, structural equation modelling (SEM) has been used to statistically analyse self-reported sample data from 424 university students. Findings The results revealed that TAM, with the combination of new constructs, explains university students’ acceptance of the e-learning system reasonably well. Additionally, work life quality (WLQ) and facilitating conditions (FC) have a greater influence on the BI and the actual use (AU) of the e-learning system, respectively. Originality/value The study has also provided valuable implications for academics and practitioners for ways to enhance the acceptance of the e-learning system in the higher education of Pakistan.

Sign in / Sign up

Export Citation Format

Share Document