Advertisement

Journal of Academic Ethics

, Volume 12, Issue 2, pp 113–127 | Cite as

Assessing the Connection between Students’ Justice Experience and Attitudes Toward Academic Cheating in Higher Education New Learning Environments

  • Dorit Alt
Article

Abstract

The present study is aimed at comprehensively assess tendency to neutralize (justify) academic cheating as a function of individual experience of teachers’ just behavior and new learning environments (NLE), while considering the Belief in a Just World (BJW) as a personal resource that has the potential to enhance those experiences. Data were collected from a sample of 193 second-year undergraduate college students. Path analysis main results showed that students who evaluated their teachers’ behavior toward them personally as just, held more positive evaluation of the learning environment, and were less inclined toward academic cheating neutralization. Personal BJW was partly associated with the perceived NLE, this connection was primarily mediated by the experience of teacher justice. Moreover, students’ evaluation of their teachers’ just behavior was a stronger negative predictor of academic cheating neutralization than perceived forms of NLE. Interpretation of these results, applications and implications for future research are discussed.

Keywords

Academic dishonesty New learning environments Students’ justice experience Belief in a Just World 

References

  1. Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personal Soc Psychol Rev, 3(193), 209.Google Scholar
  2. Barrows, H. S. (1996). Problem-based learning in medicine and beyond. In L. Wilkerson & W. H. Gijselaers (Eds.), Bringing problem-based learning to higher education: Theory and practice. New directions for teaching and learning, Vol. 68 (pp. 3–13). San Francisco: Jossey-Bass Inc Publishers.Google Scholar
  3. Bentler, P. M. (2006). Eqs 6 structural equations program manual. Encino: Multivariate Software, Inc.Google Scholar
  4. Bouville, M. (2010). Why is cheating wrong? Stud Philos Educ, 29(1), 67–76.CrossRefGoogle Scholar
  5. Brophy, J. (1999). Teaching. Brussels: International Academy of Education.Google Scholar
  6. Cole, S., & Kiss, E. (2000). What can we do about student cheating? About Campus, 5(2), 5–12.Google Scholar
  7. Correia, I., & Dalbert, C. (2008). School bullying: belief in a personal just world of bullies, victims and defenders. Eur Psychol, 13, 249–254.CrossRefGoogle Scholar
  8. Dalbert, C. (1999). The world is more just for me than generally: about the Personal Belief in a Just World Scale’s validity. Soc Justice Res, 12, 79–98.CrossRefGoogle Scholar
  9. Dalbert, C. (2001). The justice motive as a personal resource: Dealing with challenges and critical life events. New York: Kluwer.CrossRefGoogle Scholar
  10. Dalbert, C., & Filke, E. (2007). Belief in a just world, justice judgments, and their functions for prisoners. Crim Justice Behav, 34, 1516–1527.CrossRefGoogle Scholar
  11. Dalbert, C., & Stoeber, J. (2002). Gerechtes Schulklima [Just school climate]. In J. Stoeber (Ed.), Skalendokumentation “Persönliche Ziele von SchülerInnen” (Hallesche Berichte zur Pädagogischen Psychologie Nr. 3) (pp. 32–34). Halle (Saale): Martin Luther University Halle-Wittenberg, Department of Education.Google Scholar
  12. Dalbert, C., & Stoeber, J. (2006). The personal belief in a just world and domain-specific beliefs about justice at school and in the family: a longitudinal study with adolescents. Int J Behav Dev, 30, 200–207.CrossRefGoogle Scholar
  13. De Kock, A., Sleegers, P., & Voeten, M. J. M. (2004). Learning and classification of learning environments in secondary education. Rev Educ Res, 74(2), 141–170.CrossRefGoogle Scholar
  14. Den Brok, P., Fisher, D., Rickards, T., & Bull, E. (2006). Californian science students’ perceptions of their classroom learning environments. Educ Res Eval, 12(1), 3–25.CrossRefGoogle Scholar
  15. Dewey, J. (1938). Experience and education. New York: Touchstone.Google Scholar
  16. Diamantopoulos, A., & Siguaw, J. A. (2000). Introducing Lisrel: A guide for the uninitiated. Los Angeles: Sage.Google Scholar
  17. Dorman, J. P. (2001). Associations between classroom environment and academic efficacy. Learn Environ Res, 4, 243–257.CrossRefGoogle Scholar
  18. Dzuka, J., & Dalbert, C. (2007). Aggression at school: belief in a personal just world and well-being of victims and aggressors. Stud Psychol, 49, 313–320.Google Scholar
  19. Evans, F. B., & Youmans, M. (2000). ESL writers discuss plagiarism: the social construction of ideologies. J Educ, 182(3), 49–66.Google Scholar
  20. Finn, K. V., & Frone, M. R. (2004). Academic performance and cheating: moderating role of school identification and self-efficacy. J Educ Res, 97, 115–121.CrossRefGoogle Scholar
  21. Gallant, T., & Drinan, P. (2006). Institutionalizing academic integrity: administrator perceptions and institutional actions. NASPA J, 43, 61–81.Google Scholar
  22. Geddes, K. A. (2011). Academic dishonesty among gifted and high-achieving students. Gifted Child Today, 34, 50–56.Google Scholar
  23. Gibbs, J. C. (1991). Sociomoral developmental delay and cognitive distortion: Implications for the treatment of antisocial youth. In W. M. Kurtines & J. L. Gerwitz (Eds.), Handbook of moral behavior and development: Vol 3. Application (pp. 95–110). Hillsdale: Erlbaum.Google Scholar
  24. Gibbs, J. C. (2003). Moral development and reality. Thousand Oaks: Sage.Google Scholar
  25. Gibbs, J. C., Basinger, K. S., Grime, R. L., & Snarey, J. R. (2007). Moral judgment development across cultures: revisiting Kohlberg’s universality claims. Dev Rev, 27, 443–500.CrossRefGoogle Scholar
  26. Hafer, C. L. (2000). Investment in long-term goals and commitment to just means drive the need to believe in a just world. Personal Soc Psychol Bull, 26, 1059–1073.CrossRefGoogle Scholar
  27. Haines, V. J., Diekhoff, G. M., LaBeff, E. E., & Clark, R. C. (1986). College cheating: immaturity, lack of commitment, and the neutralizing attitude. Res High Educ, 25, 342–354.CrossRefGoogle Scholar
  28. Hirschi, T. (1969). Causes of delinquency. Berkeley and Los Angeles: University of California Press.Google Scholar
  29. Kamir, O. (2007). Legal-cultural thinking model. Case study—lack of academic honesty and “honor system examination”. Din Udvarim, 4, 167–206. Hebrew.Google Scholar
  30. Kim, J. S. (2005). The effects of constructivist teaching approach on student academic achievement, self concept, and learning strategies. Asia Pac Educ Rev, 6, 7–19.Google Scholar
  31. Lerner, M. J. (1965). Evaluation of performance as a function of performer’s reward and attractiveness. J Pers Soc Psychol, 1, 355–360.CrossRefGoogle Scholar
  32. Lerner, M. J. (1977). The justice motive: some hypotheses as to its origins and forms. J Pers, 45, 1–52.CrossRefGoogle Scholar
  33. Lerner, M. J. (1980). The belief in a just world: A fundamental delusion. New York: Plenum Press.CrossRefGoogle Scholar
  34. McCabe, D. L., & Pavela, G. (2004). Ten [updated] principles of academic integrity: how faculty can foster student honesty. Change, 36, 10–14.CrossRefGoogle Scholar
  35. Mikula, G. (2005). Some observations and critical thoughts about the present state of justice theory and research. In S. Gilliland, D. Steiner, D. Skarlicki, & K. van den Bos (Eds.), What motivates fairness in organizations (pp. 197–209). Greenwich: Information Age.Google Scholar
  36. Murdock, T. B., & Anderman, E. M. (2006). Motivational perspectives on student cheating: toward an integrated model of academic dishonesty. Educ Psychol, 41, 129–145.CrossRefGoogle Scholar
  37. Murdock, T. B., Hale, N., & Weber, M. (2001). Predictors of cheating among early adolescents: academic and social motivations. Contemp Educ Psychol, 26, 96–115.CrossRefGoogle Scholar
  38. Murdock, T. B., Beauchamp, A. S., & Hinton, A. M. (2008). Predictors of cheating and cheating attributions: does classroom context influence cheating and blame for cheating? Eur J Psychol Educ, 23, 477–492.CrossRefGoogle Scholar
  39. Otto, K., & Dalbert, C. (2005). Belief in a just world and its functions for young prisoners. J Res Pers, 6, 559–573.CrossRefGoogle Scholar
  40. Payne, S. L., & Nantz, K. S. (1994). Social accounts and metaphors about cheating. Coll Teach, 42, 90–96.CrossRefGoogle Scholar
  41. Peter, F., & Dalbert, C. (2010). Do my teachers treat me justly? Implications of students’ justice experience for class climate experience. Contemp Educ Psychol, 35, 297–305.CrossRefGoogle Scholar
  42. Pulvers, K., & Diekhoff, G. M. (1999). The relationship between academic dishonesty and college classroom environment. Res High Educ, 40, 487–498.CrossRefGoogle Scholar
  43. Scott, M. B., & Lyman, S. M. (1968). Accounts. Am Sociol Rev, 31, 46–62.CrossRefGoogle Scholar
  44. Sorrentino, R., & Hardy, J. (1974). Religiousness and derogation of an innocent victim. J Pers, 42, 372–382.CrossRefGoogle Scholar
  45. Stephens, J., Young, M., & Calbrese, T. (2007). Does moral judgment go offline when students are online? A comparative analysis of undergraduates’ beliefs and behaviors related to conventional and digital cheating. Ethics Behav, 17, 233–254.CrossRefGoogle Scholar
  46. Sykes, G., & Matza, D. (1957). Techniques of neutralization: a theory of delinquency. Am Sociol Rev, 22, 664–670.CrossRefGoogle Scholar
  47. Taylor, P. (1962). Children’s evaluations of the characteristics of a good teacher. Br J Educ Psychol, 32, 258–266.CrossRefGoogle Scholar
  48. Tenenbaum, G., Naidu, S., Jegede, O., & Austin, J. (2001). Constructivist pedagogy in conventional on-campus and distance learning practice: an exploratory investigation. Learn Instr, 11, 87–111.CrossRefGoogle Scholar
  49. Topalli, V. (2005). When being good is bad: an expansion of neutralization theory. Criminology, 43, 797–835.CrossRefGoogle Scholar
  50. Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge: Harvard University Press.Google Scholar
  51. Warr, P. B., & Knapper, C. (1968). The perception of people and events. New York: Wiley.Google Scholar
  52. Whitley, B., Jr., & Keith-Spiegel, P. (2002). Academic dishonesty: An educator’s guide. Mahwah: Lawrence Erlbaum Associates.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Kinneret College on the Sea of GalileeTzemach JunctionIsrael

Personalised recommendations