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Psychology of academic cheating [electronic resource]
להגדלת הטקסט להקטנת הטקסט- ספר
Who cheats and why? How do they cheat? What are the consequences? What are the ways of stopping it before it starts? These questions and more are answered in this research based investigation into the nature and circumstances of Academic Cheating. Cheating has always been a problem in academic settings, and with advances in technology (camera cell phones, the internet) and more pressure than ever for students to test well and get into top rated schools, cheating has become epidemic. At the same time, it has been argued, the moral fiber of society as a whole has dampened to find cheating less
| כותר |
Psychology of academic cheating [electronic resource] / editors, Eric M. Anderman, Tamera B. Murdock. |
|---|---|
| מהדורה |
1st ed. |
| מוציא לאור |
Amsterdam Boston : Elsevier Academic Press |
| שנה |
c2007 |
| הערות |
Description based upon print version of record. Includes bibliographical references and index. English |
| הערת תוכן ותקציר |
Front cover Psychology ofAcademic Cheating Copyright page Table of contents Contributors Foreword REFERENCES Chapter 1: The Psychology of Academic Cheating PSYCHOLOGY AND CHEATING PART I: The Anatomy of Cheaters Chapter 2: Who Are All These Cheaters? Characteristics of Academically Dishonest Students INTRODUCTION DEMOGRAPHICS ACADEMIC CHARACTERISTICS MOTIVATION PERSONALITY TRAITS A NOTE ON METHODOLOGY DISCUSSION Chapter 3: How Do Students Cheat? WHAT IS CHEATING? HOW DOES CHEATING AFFECT ASSESSMENT? DO STUDENTS DIFFER IN THE WAY THEY CHEAT?COLLEGE STUDENTS DESCRIBE CHEATING IMPLICATIONS FOR THE CLASSROOM SUGGESTIONS FOR FUTURE RESEARCH PART II: Achievement Motivation and Cheating Chapter 4: Interest and Academic Cheating PERSONAL INTEREST, SITUATIONAL INTEREST, AND THEIR RELATIONSHIP TO CHEATING THE PRESENT STUDY RESULTS IMPLICATIONS FOR INSTRUCTION AND CLASSROOM CULTURE DIRECTIONS FOR FUTURE RESEARCH CONCLUSIONS Appendix A: Student Survey: Academic Dishonesty and Cheating Appendix B: An Initial Exploration of Academic Dishonesty (Cheating) at UNLV Interview PromptsChapter 5: The Effects of Personal, Classroom, and School Goal Structures on Academic Cheating ACADEMIC SOCIAL CONTEXTS AND CHEATING A GOAL ORIENTATION THEORY PERSPECTIVE ON ACADEMIC CHEATING Chapter 6: Under Pressure and Underengaged: Motivational Profiles and Academic Cheating in High School CHEATING BELIEFS: DEFINITIONS AND JUSTIFICATIONS ENVIRONMENTAL PERCEPTIONS: PEER ATTITUDES AND BEHAVIORS CHEATING BEHAVIOR: TYPES AND PREVALENCE ACHIEVEMENT GOALS AND ACADEMIC CHEATING METHODRESULTS Appendix: Scales and Reliabilities Chapter 7: Applying Decision Theory to Academic Integrity Decisions ABSTRACT DECISION THEORIES INTEGRITY THEORIES FUTURE RESEARCH PRACTICAL ISSUES PART III: Moral and Social Motivations for Dishonesty Chapter 8: Reaping What We Sow: Cheating as a Mechanism of Moral Engagement MORAL AND ACADEMIC ENGAGEMENT EMPHASIZING MORAL STANDARDS VERIFYING THE IMPORTANCE OF MORAL ENGAGEMENT CHEATING AS A MECHANISM OF MORAL ENGAGEMENT Chapter 9: The "Social" Side of Social Context: Interpersonal and Affiliative Dimensions of Students' Experiences and Academic DishonestySOCIAL AS INTERPERSONAL: PERCEIVED RELATIONSHIPS AMONG INDIVIDUALS AND GROUPS SOCIAL AS PERCEIVED AFFILIATION: RELATIONSHIPS BETWEEN THE INDIVIDUAL AND THE INSTITUTION IMPLICATIONS FOR EDUCATORS Chapter 10: Is Cheating Wrong? Students' Reasoning about Academic Dishonesty MORAL REASONING AND CHEATING WHY IS MORAL REASONING NOT CLEARLY RELATED TO CHEATING? NEUTRALIZING, JUSTIFYING, AND CHEATING HOW NEUTRALIZING STRATEGIES WORK: AN ATTRIBUTIONAL PERCEPTIVE |
| היקף החומר |
1 online resource (347 p.) |
| שפה |
אנגלית |
| מספר מערכת |
997010710535405171 |
תצוגת MARC
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