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International Journal for Educational Integrity最新文献

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Does an educative approach work? A reflective case study of how two Australian higher education Enabling programs support students and staff uphold a responsible culture of academic integrity 教育方法有效吗?两个澳大利亚高等教育促进项目如何支持学生和员工维护负责任的学术诚信文化的反思案例研究
IF 4.6 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-01 DOI: 10.1007/s40979-021-00099-1
Anthea Fudge, Tamra Ulpen, Snjezana Bilic, Michelle Picard, Carol Carter

Introduction

Enabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling programs often face distinct challenges in their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach.

Case description

This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities.

Discussion and reflection

This case study reflects upon an approach which makes specific reference to the key elements of ‘support’, ‘approach’ and ‘responsibility’ as highlighted in Bretag and Mahmud’s seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students’ understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach.

Conclusions

The authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students’ level of study.

介绍性教育课程,也被称为基础学习或预备课程,为在高等教育中代表性不足的学生提供了途径。参与Enabling项目的学生在适应学术文化的过程中往往面临着独特的挑战,这可能会使他们在不当行为的情况下受到牵连。本案例研究解决了文献报道中关于如何通过教育方法为这些项目中的学生和员工培养学术诚信文化的空白。案例描述本文概述了如何在两所澳大利亚大学的授权项目中实施学术诚信的教育方法。讨论和反思本案例研究反映了一种方法,该方法具体参考了Bretag和Mahmud开创性论文中强调的“支持”,“方法”和“责任”的关键要素。这篇论文报告了两所学校不当行为案例的减少,这表明干预与学生对道德学术实践的理解之间存在正相关关系。本研究反映了学术诚信调查的从业经验,以评估这种方法的有效性。作者表明,在一个适合学生学习水平的支持性学习环境中,确保学术诚信实践和价值观得到维护是可能的。
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引用次数: 6
University freshmen recollect their academic integrity literacy experience during their K-12 years: results of an empirical study 大学新生回忆他们在K-12年的学术诚信素养经验:一项实证研究的结果
IF 4.6 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-02-15 DOI: 10.1007/s40979-021-00096-4
Hossain, Zakir
Academic Integrity Literacy (AIL) is a critical transdisciplinary skill for academic success but many students do not receive this skill in their K-12 years regardless of their schooling system or characteristics of the community they belong to. Numerous research studies in higher education document that high school graduates lack AIL skills, but hardly any studies attempt to empirically investigate students’ K-12 years AIL education experience. Using a mixed-method approach, this study explores university freshmen’s AIL education experience in their K-12 years, and their opinions on the appropriate grade level to introduce AIL education. Of the university freshmen surveyed (n = 431), roughly 1 in 10 received AIL education in middle school and 1 in 5 during high school. The survey of students’ current university instructors indicates a handful of freshmen have a fair understanding of academic integrity and plagiarism but their combined AIL application capacity, such as adhering to a referencing style and the quality of in-text source attributions in academic writing, is limited. The study results and professional experience allow the author to suggest rigorous AIL instruction and policy development for K-12 institutions to educate, empower and execute AIL education.
学术诚信素养(AIL)是学术成功的一项关键的跨学科技能,但许多学生在他们的K-12学年没有获得这种技能,无论他们的学校制度或他们所属的社区的特征。高等教育领域的大量研究表明,高中毕业生缺乏AIL技能,但几乎没有研究试图对学生K-12年AIL教育经历进行实证调查。本研究采用混合方法,探讨大学新生在K-12年级的AIL教育经历,以及他们对引入AIL教育的年级水平的看法。在接受调查的大学新生中(n = 431),大约十分之一的人在初中接受过AIL教育,五分之一的人在高中接受过AIL教育。对学生现任大学教师的调查显示,少数新生对学术诚信和抄袭有一定的理解,但他们在学术写作中坚持参考风格和文本来源署名的综合应用能力有限。研究结果和专业经验使作者能够为K-12机构提供严格的AIL指导和政策制定,以开展,授权和实施AIL教育。
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引用次数: 2
Understanding postgraduate students’ perceptions of plagiarism: a case study of Vietnamese and local students in New Zealand 了解研究生对抄袭的看法:以在新西兰的越南和本地学生为例
IF 4.6 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-02-01 DOI: 10.1007/s40979-021-00098-2
Tran, Minh Ngoc, Hogg, Linda, Marshall, Stephen
Despite increasing scholarly interest in tertiary student perceptions of plagiarism, very little is known about those held by postgraduate (PG) students, although differences between undergraduate (UG) and PG students relate to both their characteristics and the demands of their studies. Furthermore, there is a dearth of research within the context of international education, where managing plagiarism is seen as a major challenge. This paper reports on a recent online survey with 207 Vietnamese (n = 72) and local (n = 135) PG students at a New Zealand university regarding their perceptions of plagiarism. The findings showed significant differences both between and within the two groups. Perception variations arose from a range of influences and prior experiences, not just the culture in which the students were initially educated. Differences related to participants’ age, gender, academic levels, disciplines, and teaching experience. This study’s findings contribute knowledge about under-researched PG students and problematize prevalent stereotypes of international students regarding plagiarism. They generate implications for higher education institutions to accommodate international and domestic PG student needs in ways that respect their diversities in detail as individuals, not as members of a homogeneous group. Further qualitative research to explore PG student perceptions in greater depth is recommended.
尽管学术界对高等教育学生对抄袭的看法越来越感兴趣,但对研究生(PG)学生的看法却知之甚少,尽管本科生(UG)和研究生(PG)学生之间的差异与他们的特点和学习要求有关。此外,在国际教育背景下缺乏研究,管理剽窃被视为一项重大挑战。本文报告了最近对新西兰一所大学的207名越南(n = 72)和当地(n = 135)研究生进行的在线调查,调查内容是关于他们对抄袭的看法。研究结果显示了两组之间和两组内部的显著差异。认知上的差异源于一系列的影响和先前的经历,而不仅仅是学生最初所受教育的文化。差异与参与者的年龄、性别、学术水平、学科和教学经验有关。本研究的发现有助于了解研究不足的研究生,并对国际学生关于抄袭的普遍刻板印象提出问题。这对高等教育机构在满足国际和国内研究生需求的方式上产生了启示,即尊重他们作为个体的多样性,而不是作为同质群体的成员。建议进一步进行定性研究,以更深入地探讨研究生的看法。
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引用次数: 9
Do preservice teachers cheat in college, too? A quantitative study of academic integrity among preservice teachers 职前教师在大学里也作弊吗?职前教师学术操守的定量研究
IF 4.6 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-18 DOI: 10.1007/s40979-021-00097-3
Donald DiPaulo
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引用次数: 9
Special admission: how college sports recruitment favors white, suburban athletes 特殊录取:大学体育招生如何偏爱白人郊区运动员
IF 4.6 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-04 DOI: 10.1007/s40979-021-00094-6
Judge-Stasiak, Angela
<p>Book Details.</p><p>Hextrum, K. (2021). <i>Special admission: How college sports recruitment favors white, suburban athletes</i>: Rutgers University Press.</p><p><i>Special admission: How college sports recruitment favors white, suburban athletes</i> by Kirsten Hextrum offers a critical exploration of the political, economic, and cultural factors that shape and influence college admission. The author looks at issues and asks questions about the availability of both community resources and the impact on athletic college admission. Hextrum (2021) is an athlete, a former national champion rower and holds a PhD from the University of California. The author is currently an Assistant Professor at the University of Oklahoma and through roles in student support services for college athletes and academic publication has developed expertise on college athletic admissions.</p><p>Readers engaging with this book can expect to understand the historical, political, and economic factors that influence current practices in college admissions, with a critical analysis about the racial and gender exclusion of non-white athletes and the concentration of resources in white, suburban areas. Central themes within the work focus on race, gender, economic status, state control and access to resources as the contextual factors that influence the favoritism of white athletes in college admissions.</p><p>Hextrum (2021) locates the impact of race and the experiences of “violence, under-and unemployment, and food and housing insecurity” (p. 2) that are disproportionately experienced in non-white communities due to political structures and state control. This suffering is accepted in American society and poverty is considered criminal or a personal failure which can only be redeemed through hard work and sacrifice which is grounded in false assumptions as it places the onus of success on the individual without recognizing the intersecting contexts which lead to poverty and crime. Throughout the book Hextrum (2021) offers examples of the significant historical events including the civil rights movement which influenced decision making in higher education. The impact of race in sports has been harmful and racial violence occurs in sport and is condoned when teammates, and coaches do not stop or change these behaviors.</p><p>Male-domination of sports creates gender segregation and prevents the participation in sport of anyone not identifying as a cisgender male athlete. Both gender and race segregation impact the access of women and non-white athletes to certain sports, so much so that even when there has been increased access and entry into college sports for both groups the access to sport coaching within the sport is still controlled by white men. The admissions practices within college sport legitimizes and sustains inequality.</p><p>The author centers the historical influences and the influence of state control on the college admissions process. These include colonial, wh
书的细节。Hextrum, K.(2021)。特殊录取:大学体育招募如何偏爱白人郊区运动员:罗格斯大学出版社。Kirsten Hextrum的《特殊录取:大学体育招募如何青睐白人郊区运动员》对塑造和影响大学录取的政治、经济和文化因素进行了批判性的探索。作者着眼于问题,并就社区资源的可用性和对体育大学录取的影响提出了问题。Hextrum(2021)是一名运动员,前全国赛艇冠军,拥有加州大学博士学位。作者目前是俄克拉荷马大学的助理教授,通过为大学运动员和学术出版物提供学生支持服务,已经开发了大学体育招生方面的专业知识。读这本书的读者可以期望通过对非白人运动员的种族和性别排斥以及资源集中在白人郊区的批判性分析,了解影响当前大学录取做法的历史、政治和经济因素。工作的中心主题集中在种族、性别、经济地位、国家控制和资源获取作为影响白人运动员在大学录取中的偏袒的背景因素。Hextrum(2021)定位了种族的影响和“暴力、贫困和失业、食品和住房不安全”的经历(第2页),由于政治结构和国家控制,这些经历在非白人社区中不成比例地发生。这种痛苦在美国社会是被接受的,贫穷被认为是犯罪或个人的失败,只能通过努力工作和牺牲来弥补,这是基于错误的假设,因为它把成功的责任放在了个人身上,而没有认识到导致贫穷和犯罪的交叉背景。在这本书中,Hextrum(2021)提供了一些重要的历史事件的例子,包括影响高等教育决策的民权运动。种族在体育运动中的影响是有害的,当队友和教练不阻止或改变这些行为时,种族暴力在体育运动中发生并被宽恕。男性对体育运动的统治造成了性别隔离,并阻止了任何不认为自己是顺性别男性运动员的人参加体育运动。性别和种族隔离都影响了女性和非白人运动员进入某些体育项目的机会,以至于即使这两个群体都有更多的机会和机会进入大学体育项目,在体育项目中获得体育教练的机会仍然由白人男性控制。大学体育的招生做法使不平等合法化并得以维持。作者将历史影响和国家控制对大学录取过程的影响作为中心。这些包括殖民主义、白人至上主义、资本主义和新自由主义的基础(Hextrum, 2021)。国家的权力是通过其他机构的同意来维持的,包括“教育、体育、媒体、宗教和家庭”(第5页)。具体到体育,NCAA是权力、控制和监管的核心。《殖民者、奴隶和族长:高等教育的创始人》一书中有一章的标题(第31页)抓住了美国体育和大学在社会、政治和文化上所处位置的世界观。这些动态强调精英,白人男性,直到最近才在几代人之间变得正常化,受到保护和支持。Hextrum(2021)展示了种族和阶级对大学体育的影响,这种影响发生在个人和群体层面,超越了个人或家庭层面。因此,国家通过税收、法律和资金在社区中保留和建立不平等的机会。这创造了一个神话,每个人都有自由选择和参加你想参加的运动,而实际上其他人有明显的优势,这种选择和自由仍然局限于主导群体。同时,“当国家为历史上被剥夺公民权的群体提供更大的法律保护时,它也保留了提升资本主义、白人和男子气概的法律机制”(第83页)。这导致体育运动主要由白人组成,而关于身体类型和能力的刻板印象产生了排除女性和黑人运动员的错误信念。有趣的是,受访者分享了他们对体育运动的早期记忆,这些记忆并不是性别专属于体育或游戏的,种族或性别二元性出现在有组织的体育领域。国家控制的历史、政治、经济和文化影响允许或限制获得参与和竞争大学录取的资源。 这本书特别关注美国历史、殖民和白人至上主义,以及国家、政治和资金决策之间的交集,这些决策控制着培养大学入学所需的体育人才所需的资源、设施和资本。Hextrum(2021)对影响和支持特定群体进入大学的交叉点和实践的文献做出了重要贡献,这些交叉点和实践面对并挑战了关于大学运动员的主流神话。这本书对运动员是如何通过“国家对财产、法律、社区、休闲、学校和资本的交织”(第148页)发展起来的,以及非白人社区的食物或住房不安全或暴力对运动员的运动之旅产生了不成比例的影响,进行了深思熟虑和清晰的描述。它提供了对种族中立的评论,这种评论维持了目前的制度,在这种制度下,公众接受不平等,因为错误的假设是运动员个人赢得了他们的位置。如果能从这本书中找出一个缺点,那就是在录取过程中创造公平所需的改变,而不是这本书本身。改变当前做法所需的时间、努力、对话和重新概念化早就应该投入,但需要改变和改变的系统、文化和行为的层次令人生畏。住房不安全、收入和就业、暴力和种族主义带来的伤害和创伤,以及提供公平获得资源和娱乐机会的需要,要求所有人在平等的基础上进行体育运动。这是要求读者参与的工作。这本书为读者提供了一个机会,了解在大学录取过程之前影响个人的多方面背景,以及运动员如何不是客观选择的,他们也不是通过努力工作和个人努力获得的。人们呼吁采取行动进行必要的改变,并希望通过对如何开展这项工作的切实想法,这是可能的。需要注意确保物质资本、社会资本和文化资本得到考虑,并通过相应的国家控制,在各个社区之间按比例分配资金、资源和机会。大学录取的正式规定将剥夺教练在为球队挑选最佳运动员时的控制权、选择权和主观性。只要睁大眼睛,就能理解代际转移、特权或创伤,就能做出改变,消除特殊录取和奖学金等不平等现象。监管可以提高招生决定的透明度和问责制。这可以创建一个全面的招生过程,评估建立在“包容性、透明度和问责制”基础上的物质和文化资本(第193页)。最后,Hextrum(2021)提供了希望,随着历史上受压迫的群体完成雇佣教育,这些机构将成为未来社会变革的一部分。特殊录取:大学体育招募如何青睐白人郊区运动员。罗格斯大学出版社。https://doi.org/10.36019/9781978821248Download referencesN / /。联系方式:加拿大卡尔加里大学教育学院angela Judge-StasiakAuthorsAngela Judge-StasiakView作者出版物您也可以在PubMed Google scholarcontributions作者阅读并批准了最终稿件。通讯作者:Angela Judge-Stasiak利益冲突教育学博士学生和Sarah Elaine Eaton博士一起工作。出版商声明:对于已出版的地图和机构关系中的管辖权要求,普林格·自然保持中立。开放获取本文遵循知识共享署名4.0国际许可协议,该协议允许以任何媒介或格式使用、共享、改编、分发和复制,只要您适当地注明原作者和来源,提供知识共享许可协议的链接,并注明是否进行了更改。本文中的图像或其他第三方材料包含在文章的知识共享许可协议中,除非在材料的署名中另有说明。如果材料未包含在文章的知识共享许可中,并且您的预期用途不被法律法规允许或超过允许的用途,您将需要直接获得版权所有者的许可。要查看本许可的副本,请访问http://creativecommons.org/licenses/by/4.0/。知识共享公共领域免责条款(http://creativecommons.org/publicdomain/zero/1.0/)适用于本文中提供的数据,除非在数据的署名中另有说明。特别录取:大学体育招生如何偏爱白人郊区运动员。 国际教育学报,18(1)(2009)。https:/
{"title":"Special admission: how college sports recruitment favors white, suburban athletes","authors":"Judge-Stasiak, Angela","doi":"10.1007/s40979-021-00094-6","DOIUrl":"https://doi.org/10.1007/s40979-021-00094-6","url":null,"abstract":"&lt;p&gt;Book Details.&lt;/p&gt;&lt;p&gt;Hextrum, K. (2021). &lt;i&gt;Special admission: How college sports recruitment favors white, suburban athletes&lt;/i&gt;: Rutgers University Press.&lt;/p&gt;&lt;p&gt;&lt;i&gt;Special admission: How college sports recruitment favors white, suburban athletes&lt;/i&gt; by Kirsten Hextrum offers a critical exploration of the political, economic, and cultural factors that shape and influence college admission. The author looks at issues and asks questions about the availability of both community resources and the impact on athletic college admission. Hextrum (2021) is an athlete, a former national champion rower and holds a PhD from the University of California. The author is currently an Assistant Professor at the University of Oklahoma and through roles in student support services for college athletes and academic publication has developed expertise on college athletic admissions.&lt;/p&gt;&lt;p&gt;Readers engaging with this book can expect to understand the historical, political, and economic factors that influence current practices in college admissions, with a critical analysis about the racial and gender exclusion of non-white athletes and the concentration of resources in white, suburban areas. Central themes within the work focus on race, gender, economic status, state control and access to resources as the contextual factors that influence the favoritism of white athletes in college admissions.&lt;/p&gt;&lt;p&gt;Hextrum (2021) locates the impact of race and the experiences of “violence, under-and unemployment, and food and housing insecurity” (p. 2) that are disproportionately experienced in non-white communities due to political structures and state control. This suffering is accepted in American society and poverty is considered criminal or a personal failure which can only be redeemed through hard work and sacrifice which is grounded in false assumptions as it places the onus of success on the individual without recognizing the intersecting contexts which lead to poverty and crime. Throughout the book Hextrum (2021) offers examples of the significant historical events including the civil rights movement which influenced decision making in higher education. The impact of race in sports has been harmful and racial violence occurs in sport and is condoned when teammates, and coaches do not stop or change these behaviors.&lt;/p&gt;&lt;p&gt;Male-domination of sports creates gender segregation and prevents the participation in sport of anyone not identifying as a cisgender male athlete. Both gender and race segregation impact the access of women and non-white athletes to certain sports, so much so that even when there has been increased access and entry into college sports for both groups the access to sport coaching within the sport is still controlled by white men. The admissions practices within college sport legitimizes and sustains inequality.&lt;/p&gt;&lt;p&gt;The author centers the historical influences and the influence of state control on the college admissions process. These include colonial, wh","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"40 ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
Perceived effects of examination special centres on teaching and learning of English language and quality of education in Nsukka local government area, Enugu state, Nigeria 尼日利亚埃努古州恩苏卡地方政府地区考试特别中心对英语教学和教育质量的感知影响
IF 4.6 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-15 DOI: 10.1007/s40979-021-00091-9
Emelogu, Ngozi Ugonma, Nwafor, Chidinma Kalu, Chigbu, Godswill Uchechukwu, Oluikpe, Esther Ngozi

This study examined the perceived effects of examination special centres on teaching and learning of English language and the quality of education in Nsukka Local Government Area, Enugu State, Nigeria. The study employed a descriptive survey design. All the 123 English language teachers (PPMB Statistics, 2020) from 31 secondary schools, five secondary school principals, three religious priests and three traditional leaders in Nsukka Local Government Area of Enugu State, Nigeria were sampled for the study. The researchers developed a 15-item-structured questionnaire for data collection from the 31 teachers; while 3 structured interview questions were used to elicit responses from the principals, religious priests and traditional leaders. Mean and standard deviation were used to analyse the data collected with questionnaire; while the oral interview was analysed qualitatively through thematic analysis. The study revealed that examination special centres have detrimental effect on the teaching and learning of English language in secondary schools and the quality of education in Nsukka Local Government Area, Enugu State, Nigeria. It was recommended among others that private and public secondary schools, and tutorial centres that have been turned into examination special centres should be closed down by Enugu State Ministry of Education.

本研究调查了尼日利亚埃努古州恩苏卡地方政府地区考试特别中心对英语教学和教育质量的影响。本研究采用描述性调查设计。来自尼日利亚埃努古州恩苏卡地方政府区的31所中学的123名英语教师(PPMB统计,2020年)、5名中学校长、3名宗教牧师和3名传统领袖被抽样调查。研究人员开发了一份15项结构化问卷,用于从31名教师中收集数据;采用3个结构化的访谈问题,分别从校长、宗教牧师和传统领袖那里获得回答。采用均值和标准差对问卷收集的数据进行分析;而口头访谈则通过专题分析进行定性分析。这项研究表明,考试特别中心对尼日利亚埃努古州恩苏卡地方政府地区的中学英语教学和教育质量产生了不利影响。除其他外,还建议埃努古州教育部关闭已变成考试特别中心的私立和公立中学和辅导中心。
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引用次数: 4
Can negative emotions increase students’ plagiarism and cheating? 消极情绪会增加学生的抄袭和作弊吗?
IF 4.6 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-06 DOI: 10.1007/s40979-021-00093-7
Tindall, Isabeau K., Fu, Kit Wing, Tremayne, Kell, Curtis, Guy J.

The challenges of higher education can be stressful, anxiety-producing, and sometimes depressing for students. Such negative emotions may influence students’ attitudes toward assessment, such as whether it is perceived as acceptable to engage in plagiarism. However, it is not known whether any impact of negative emotions on attitudes toward plagiarism translate into actual plagiarism behaviours. In two studies conducted at two universities (Study 1 N = 718; Study 2 N = 490), we examined whether negative emotionality influenced plagiarism behaviour via attitudes, norms, and intentions as predicted by the theory of planned behaviour. In both studies, negative affect predicted plagiarism intentions mediated by perceived norms, and intentions predicted plagiarism behaviour. These findings suggest that students’ negative emotionality is a risk for plagiarism engagement and that higher education institutions should support students’ emotional well-being, especially regarding assessment practices.

高等教育的挑战可能会给学生带来压力、焦虑,有时还会让他们感到沮丧。这种负面情绪可能会影响学生对评估的态度,比如是否可以接受抄袭。然而,负面情绪对抄袭态度的影响是否会转化为实际的抄袭行为,目前尚不清楚。在两所大学进行的两项研究中(研究1 N = 718;研究2 (N = 490),我们检验了消极情绪是否通过计划行为理论预测的态度、规范和意图影响抄袭行为。在这两项研究中,负性影响预测由感知规范介导的抄袭意图,意图预测抄袭行为。这些发现表明,学生的消极情绪是抄袭的风险,高等教育机构应该支持学生的情绪健康,特别是在评估实践方面。
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引用次数: 10
Student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university 加拿大一所中等规模大学的学生和教师对学术不诚实的看法和经历
IF 4.6 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-01 DOI: 10.1007/s40979-021-00090-w
O. Awosoga, Christina M. Nord, Stephanie Varsanyi, Randall Barley, J. Meadows
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引用次数: 6
Integrity triad as doubled edged sword for head-teachers’ integrity: a case from Nepal 诚信三位一体是校长诚信的双刃剑:尼泊尔案例
IF 4.6 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-01 DOI: 10.1007/s40979-021-00092-8
Bhanu Bhakta Khadka, Prakash C Bhattarai
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引用次数: 4
Why and how science students in the United States think their peers cheat more frequently online: perspectives during the COVID-19 pandemic 美国理科生为什么以及如何认为他们的同龄人更频繁地在网上作弊:2019冠状病毒病大流行期间的观点
IF 4.6 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-11-17 DOI: 10.1007/s40979-021-00089-3
Walsh, Lisa L., Lichti, Deborah A., Zambrano-Varghese, Christina M., Borgaonkar, Ashish D., Sodhi, Jaskirat S., Moon, Swapnil, Wester, Emma R., Callis-Duehl, Kristine L.

Academic integrity establishes a code of ethics that transfers over into the job force and is a critical characteristic in scientists in the twenty-first century. A student’s perception of cheating is influenced by both internal and external factors that develop and change through time. For students, the COVID-19 pandemic shrank their academic and social environments onto a computer screen. We surveyed science students in the United States at the end of their first COVID-interrupted semester to understand how and why they believed their peers were cheating more online during a pandemic. Almost 81% of students indicated that they believed cheating occurred more frequently online than in-person. When explaining why they believed this, students touched on proctoring, cheating influences, and extenuating circumstances due to COVID-19. When describing how they believed cheating occurred more frequently online, students touched on methods for cheating and surreptitious behavior. The student reasonings were associated with four theories (game theory, Kohlberg’s theory of moral development, neutralization theory, and planned behavior theory) that have been used to examine academic dishonesty. Our results can aid institutions in efforts to quell student concerns about their peers cheating during emergencies. Interestingly, most student beliefs were mapped to planned behavior theory while only a few students were mapped to neutralization theory, suggesting it was a novel modality of assessment rather than a pandemic that shaped student perceptions.

学术诚信建立了一种道德准则,这种准则会转移到工作队伍中,是21世纪科学家的一个关键特征。学生对作弊的认知受到内部和外部因素的影响,这些因素随着时间的推移而发展和变化。对于学生来说,新冠肺炎疫情将他们的学术和社交环境缩小到电脑屏幕上。我们在美国理科生第一个被新冠病毒打断的学期结束时对他们进行了调查,以了解他们如何以及为什么认为他们的同龄人在大流行期间更多地在网上作弊。近81%的学生表示,他们认为网络作弊比面对面作弊发生得更频繁。在解释为什么他们相信这一点时,学生们谈到了监考、作弊的影响以及由于COVID-19而减轻的情况。在描述他们认为网上作弊更频繁发生的原因时,学生们谈到了作弊的方法和偷偷摸摸的行为。学生的推理与四种理论(博弈论,Kohlberg的道德发展理论,中和理论和计划行为理论)有关,这些理论被用来检查学术不诚实。我们的研究结果可以帮助学校努力平息学生在紧急情况下对同龄人作弊的担忧。有趣的是,大多数学生的信念被映射到计划行为理论,而只有少数学生映射到中和理论,这表明它是一种新的评估方式,而不是形成学生观念的流行病。
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引用次数: 20
期刊
International Journal for Educational Integrity
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