Self-Reported Academic Performance and Academic Cheating: Exploring the Role of the Perceived Classroom (In)Justice Mediators

Autor/in	Sabbagh, Clara
Titel	Self-Reported Academic Performance and Academic Cheating: Exploring the Role of the Perceived Classroom (In)Justice Mediators
Quelle	In: British Journal of Educational Psychology, 91 (2021) 4, S.1517-1536 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sabbagh, Clara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12433
Schlagwörter	Academic Achievement; Low Achievement; Cheating; Ethics; Justice; Teacher Behavior; Classroom Environment; Context Effect; Student Attitudes; Middle School Students; Correlation; Grade 8; Grade 9; Measurement Techniques; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Schulleistung; Unterdurchschnittliche Leistung; Prellen; Ethik; Gerechtigkeit; Teacher behaviour; Lehrerverhalten; Klassenklima; Unterrichtsklima; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Korrelation; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Messtechnik; Ausland
Abstract	Background: As a point of departure, this study assumes that teaching to impart knowledge is inseparable from its moral role to create an ethical citizenry, such as developing standards of academic integrity. Aims: The study aims at delving into how different facets of the sense of (in)justice in the classroom may play a significant role in explaining cheating behaviour, in general, and among low-achieving students, in particular. Sample and Methods: The study was conducted among 5,084 eighth and ninth graders Israeli students. CFA and a structural modelling equations method were used to examine the study's factorial constructs and model, respectively. Results: Findings pointed to a good fit of the measurement model using SEM. In accordance with the mediating hypothesis, self-reported academic achievement was negatively related to self-reported academic cheating. Moreover, perceived 'school injustice' (procedural and distributive justice as estimates) played a mediating role in explaining the relation between academic performance and cheating behaviour. It is noteworthy, however, that the facet of the personality-like construct of justice sensitivity displayed inconsistent findings and no mediating effect when examined as a separate model. Conclusions: Self-reported academic performance and academic cheating among middle school' students were explained more strongly by contextual justice-related factors, namely perceived teachers' distributional and procedural practices in the classroom, than by justice sensitivity, which is a personality factor. Thus, teachers' justice practices seem to be crucial for developing a predisposition to academic honesty. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01