The Relationship among Childhood Discipline, Adult Attachment, and Academic Dishonesty in College Students

Autor/inn/en	Qualls, R. Christopher; Figgars, Lafe; Gibbs, Danette
Titel	The Relationship among Childhood Discipline, Adult Attachment, and Academic Dishonesty in College Students
Quelle	In: College Student Journal, 51 (2017) 1, S.7-12 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	Discipline; Child Rearing; Parenting Styles; Attachment Behavior; Ethics; Cheating; College Students; Family Influence; Predictor Variables; Correlation; Regression (Statistics); Anxiety; Punishment; Likert Scales; Student Surveys + Suchen Sie Ihr Suchwort? Disziplin; Kindererziehung; Attachment; Bindungsverhalten; Ethik; Prellen; Collegestudent; Prädiktor; Korrelation; Regression; Regressionsanalyse; Angst; Bestrafung; Likert-Skala; Schülerbefragung
Abstract	Given the high prevalence rate of academic dishonesty in institutions of higher education, it is important to understand the factors that contribute to its occurrence. The characteristics of an individual's family of origin are one set of factors that have been shown to be important predictors of academic dishonesty. However, the quality of one's attachments to primary caretakers is one variable that has received limited attention as a potential correlate of academic dishonesty. The purpose of this study was to investigate whether the quality of attachments in adulthood, along with childhood disciplinary practices, were predictive of academic dishonesty in college. Findings from a hierarchical regression revealed students who reported more anxious attachments and those who endorsed receiving harsher forms of physical discipline, such as being slapped, reported cheating more in college courses. Types and frequencies of less punitive disciplinary practices, including spanking, as well as other qualities of attachment, were not associated with increased academic misconduct. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01