Cultural Differences in Academic Dishonesty: A Social Learning Perspective

Autor/inn/en	Hendy, Nhung T.; Montargot, Nathalie; Papadimitriou, Antigoni
Titel	Cultural Differences in Academic Dishonesty: A Social Learning Perspective
Quelle	In: Journal of Academic Ethics, 19 (2021) 1, S.49-70 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hendy, Nhung T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1727
DOI	10.1007/s10805-021-09391-8
Schlagwörter	Social Theories; Learning Theories; Ethics; Cheating; College Students; Cultural Differences; Peer Influence; Student Attitudes; Predictor Variables; Student Characteristics; Age Differences; Punishment; Foreign Countries; Personality Traits; United States; Greece; France + Suchen Sie Ihr Suchwort? Gesellschaftstheorie; Learning theory; Lerntheorie; Ethik; Prellen; Collegestudent; Kultureller Unterschied; Schülerverhalten; Prädiktor; Age; Difference; Age difference; Altersunterschied; Bestrafung; Ausland; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; USA; Griechenland; Frankreich
Abstract	In this study, we examined the role of social learning theory in explaining academic dishonesty among 673 college students in the United States, France, and Greece. We found support for social learning theory such that perceived peer dishonesty was incrementally valid as a predictor of self-reported academic dishonesty across three countries beyond personal factor of conscientiousness and demographic factor of age. Contrary to expectation, perceived penalty for academic cheating received support in the U.S. sample only. Justification for academic dishonesty contributed incremental variance after controlling for other factors including age, conscientiousness, perceived penalty for cheating and peer dishonesty across three countries. In addition, cultural differences accounted for almost 50% of the explained variance in academic dishonesty with French students reportedly engaged in significantly more academic cheating behavior than Greek and U.S. students. Discussion and implications for business ethics teaching and research were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01