Development of the Cross-Cultural Academic Integrity Questionnaire -- Version 3 (CCAIQ-3)

Autor/inn/en	Henning, Marcus; Alyami, Mohsen; Melyani, Zeyad; Alyami, Hussain; Al Mansour, Ali
Titel	Development of the Cross-Cultural Academic Integrity Questionnaire -- Version 3 (CCAIQ-3)
Quelle	In: Journal of Academic Ethics, 18 (2020) 1, S.35-53 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henning, Marcus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1727
DOI	10.1007/s10805-019-09350-4
Schlagwörter	Questionnaires; Test Construction; Construct Validity; Test Reliability; Factor Analysis; Credibility; Cheating; Integrity; Compliance (Psychology); Cross Cultural Studies; Foreign Countries; Saudi Arabia; New Zealand + Suchen Sie Ihr Suchwort? Fragebogen; Testaufbau; Testreliabilität; Faktorenanalyse; Glaubwürdigkeit; Prellen; Integrität; Cultural comparison; Kulturvergleich; Ausland; Saudi-Arabien; Neuseeland
Abstract	Establishing a reliable and valid measure of academic integrity that can be used in higher education institutions across the world is a challenging and ambitious task. However, solving this issue will likely have major ramifications for understanding dishonest action. It also enables the development of a standardised measure that can be used to assess the efficacy of interventions aimed at enhancing academic integrity that can be administered across regional boundaries and diverse cultural groups. This study has used a combination of confirmatory factor analysis and item distribution inspection procedures to further validate the cross-cultural academic integrity questionnaire version 2 (CCAIQ-2). Primary participants in this study were from Saudi Arabia (n = 338), and secondary reference participants were from New Zealand (n = 366). The findings indicate that a revised 10-item questionnaire, the cross-cultural academic integrity questionnaire version 3 (CCAIQ-3), has better credibility in terms of construct validity than its predecessor. Three CCAIQ-3 domains are proposed: copying, cheating, and complying. This research will inevitably create further academic and international debate; however this measure is likely to be useful in terms of creating a research protocol for evaluating and measuring cross-cultural issues and interventions aimed at promoting academic integrity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01