Factors of Academic Misconduct in a Cross-Cultural Perspective and the Role of Integrity Systems

Autor/in	Makarova, Marina
Titel	Factors of Academic Misconduct in a Cross-Cultural Perspective and the Role of Integrity Systems
Quelle	In: Journal of Academic Ethics, 17 (2019) 1, S.51-71 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Makarova, Marina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1727
DOI	10.1007/s10805-019-9323-z
Schlagwörter	Cheating; Integrity; Plagiarism; College Students; Student Attitudes; Foreign Countries; Teacher Role; Context Effect; Policy; Russia; United States; Poland; Latvia + Suchen Sie Ihr Suchwort? Prellen; Integrität; Plagiat; Collegestudent; Schülerverhalten; Ausland; Lehrerrolle; Politik; Russland; USA; Polen; Lettland
Abstract	In this article, the main factors of academic cheating and plagiarism in four countries (Russia, US, Poland, and Latvia) are analyzed. Three groups of factors are investigated, namely individual, motivational, and contextual. A mixed method approach has been used, with material including student surveys, interviews with university teachers and administrators, and analysis of university documents. The survey results show that the role of individual social-demographic factors are not significant for predicting misconduct. Students are prone to neutralize their own blame in misconduct, and refer to the external conditions by the proposition that it is difficult to avoid cheating and plagiarism during university studies. Students are also more likely to cheat and plagiarize in the conditions of weak teachers' control and deterrents. Such results demonstrate the importance of an integrity policy at the national, institutional and classroom levels, and that the social and cultural environment can be important factors in cheating. Integrity systems and the level, which they have been implemented, have a significant impact on student misconduct and attitudes toward cheating. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01