Please use this identifier to cite or link to this item: https://scholarbank.nus.edu.sg/handle/10635/180246
Title: THE ANTECEDENTS OF ACADEMIC CHEATING
Authors: SEE KHONG BOON SEAN
Issue Date: 1999
Citation: SEE KHONG BOON SEAN (1999). THE ANTECEDENTS OF ACADEMIC CHEATING. ScholarBank@NUS Repository.
Abstract: This research adopts an integrative approach to the study of the cheating phenomenon. Hirschi's (1969) social control theory is used to provide some insights into the underlying psychological and social processes that link individual characteristics to cheating behavior. In the model tested, three individual characteristics, namely, gender, religiosity and self-esteem as antecedents of academic cheating are examined. These antecedent variables are postulated to influence social bond. In tum, social bond is directly hypothesized to affect conscience which is operationalized to include shame and guilt. Conscience is posited to affect perceived seriousness of cheating which is then related to academic cheating. Data were collected via questionnaire survey. Respondents consisted of business students enrolled in a local university and two large polytechnics. Structural equation modeling was used to assess the fit of this theoretical model. Results of this study provide encouraging evidence for our integration of social control theory constructs with academic cheating. The fit indices of our theoretical model fell within acceptable ranges and all the hypothesized relationships among the constructs received empirical support. Specifically, women, religious and high self-esteem individuals were found to have greater propensities to fonn strong social bonds. Consistent with our prediction, social bond was positively associated with conscience. In addition, results of this study suggest that conscience had a direct effect on an individual's perception of the seriousness of academic cheating. In turn, perceived seriousness of cheating was found to be a significant predictor of actual, cheating behavior. Our analyses also suggested two additional relationships not originally hypothesized. Social bond was found to have a direct effect on both perceived seriousness of cheating and reported cheating behavior. Supplementary analyses were also conducted to enhance our understanding of the cheating phenomenon. Generally, our findings suggest that scholastic dishonesty is indeed perennial and prevalent. Majority of respondents admitted to having committed some form of cheating. Findings of this study have potential implications for educational institutions. In particular, this study highlights the significance of the roles played by referent others (i.e., parents, lecturers and friends) in shaping students' moral attitude and in influencing their decision to engage in cheating behavior. Furthermore, the present study also contributes to the literature by delineating a model for future research, which recognizes the importance of taking into consideration both individual and social factors in predicting cheating behavior.
URI: https://scholarbank.nus.edu.sg/handle/10635/180246
Appears in Collections:Master's Theses (Restricted)

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