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Why Students Cheat: A Conceptual Framework of Personal, Contextual, and Situational Factors

Why Students Cheat: A Conceptual Framework of Personal, Contextual, and Situational Factors

Hongwei Yu, Perry L. Glanzer, Byron Johnson
Copyright: © 2017 |Pages: 25
ISBN13: 9781522516101|ISBN10: 1522516107|EISBN13: 9781522516118
DOI: 10.4018/978-1-5225-1610-1.ch002
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MLA

Yu, Hongwei, et al. "Why Students Cheat: A Conceptual Framework of Personal, Contextual, and Situational Factors." Handbook of Research on Academic Misconduct in Higher Education, edited by Donna M. Velliaris, IGI Global, 2017, pp. 35-59. https://doi.org/10.4018/978-1-5225-1610-1.ch002

APA

Yu, H., Glanzer, P. L., & Johnson, B. (2017). Why Students Cheat: A Conceptual Framework of Personal, Contextual, and Situational Factors. In D. Velliaris (Ed.), Handbook of Research on Academic Misconduct in Higher Education (pp. 35-59). IGI Global. https://doi.org/10.4018/978-1-5225-1610-1.ch002

Chicago

Yu, Hongwei, Perry L. Glanzer, and Byron Johnson. "Why Students Cheat: A Conceptual Framework of Personal, Contextual, and Situational Factors." In Handbook of Research on Academic Misconduct in Higher Education, edited by Donna M. Velliaris, 35-59. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1610-1.ch002

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Abstract

The authors present an extensive summary of significant factors associated with college student cheating. They compared these findings to a synthesis of the authors' own research findings from empirical studies based on a large national sample of college students. Overall, the authors found student characteristics and pre-college experiences (e.g., gender, age, family financial background, self-control, life purpose), individual college experiences and peer environment (extracurricular involvement, favorable perception of cheating environment), organizational context (student perception of faculty's actions towards academic cheating) are all significant factors associated with academic cheating. More importantly, student academic preparation, extracurricular activities, attitude toward cheating, and perceived opportunities to cheat all served as important mediating variables between lack of self-control and academic misconduct. Implications about research and practice and directions for future research were presented at the end of the chapter.

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