Use of the Social Cognitive Theory to Frame University Students’ Perceptions of Cheating

The purpose of this qualitative study was to examine the perceptions related to ethics and cheating among a representative sample of primarily female undergraduate students, compared to trends reported in the literature. Focus groups were organized to discuss nine scripted questions. Transcripts and...

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Bibliographic Details
Published in:Journal of academic ethics 2016-03, Vol.14 (1), p.49-69
Main Authors: Burnett, Audrey J., Enyeart Smith, Theresa M., Wessel, Maria T.
Format: Article
Language:English
Subjects:
Administration
Cheating
College students
Education
Educational Environment
Ethics
Females
Higher education
Influence of Technology
Organization and Leadership
Perceptions
Qualitative research
Social Cognition
Stress Variables
Student Attitudes
Student Behavior
Undergraduate Students
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Summary:The purpose of this qualitative study was to examine the perceptions related to ethics and cheating among a representative sample of primarily female undergraduate students, compared to trends reported in the literature. Focus groups were organized to discuss nine scripted questions. Transcripts and audiotapes were analyzed and four main themes emerged: demographics of those who cheat, students’ perceptions of cheating, the role of technology in cheating, and consequences of cheating, including students’ attitudes and behaviors related to reporting cheating incidents. Bandura’s Social Cognitive Theory (SCT) served as the theoretical framework to understand students’ varying perceptions of and justification for cheating, as well as the dynamics of honor code violations, via group discussion. Viewpoints on cheating were regularly discussed and contradictory views were identified related to frequency and justification for cheating. Utilizing the constant comparative method, students mentioned time limitations, and pressure from peers, parents, and professors as reasons to cheat. They also discussed pressures to achieve high grades for acceptance into graduate programs. Students were also reluctant to report their classmates for cheating incidents. Repeated and comprehensive education on ethical behavior is warranted.
ISSN:1570-1727
1572-8544
DOI:10.1007/s10805-015-9252-4