It's Wrong, But Everybody Does It: Academic Dishonesty among High School and College Students

By L. Jensen, Jeffrey Jensen Arnett, S. Feldman, E. Cauffman. 2002

382 citations recorded by the source corpus.

Subfields: Information Systems and Management, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1844892753c0ac93d6b0517f0629e31bbdd0b0e1

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Citations in the corpus

The Right to Do Wrong: Lying to Parents Among Adolescents and Emerging Adults (2004, background): “Males are also more likely to engage in many types of problem behavior (e.g., Arnett, 1992; Cochranet al., 1998; Daviset al., 1992; Jensen et al., 2002; Roth and McCabe, 1995).”
Examining the Cheats: The Role of Conscientiousness and Excitement Seeking in Academic Dishonesty (2007, background): “For instance, Jensen et al. (2002) reported a 4% overlap for men and a 12% overlap for women with regard to academically dishonest behaviour and the trait of self-restraint (which can be seen as a blend of Conscientiousness and Excitement seeking). In a different context, but still with regard to un”
Effects of Classroom Context Variables on High School Students' Judgments of the Acceptability and Likelihood of Cheating. (2004, background): “Current estimates suggest that up to 70% of college students cheat at some point before they graduate (McCabe & Trevino, 1993; McCabe, Trevino, & Butterfield, 2001; Whitley, 1998) and that the incidence of cheating among high school students may be even higher (Bruggeman & Hart, 1996; Davis & Ludvig”
FACTORS INFLUENCING ENGINEERING STUDENTS’ DECISIONS TO CHEAT BY TYPE OF ASSESSMENT (2006, background): “…specifically, general attitudes (Jordan, 2001; Lipson and McGavern, 1993; Michaels and Miethe, 1989; Newstead et al., 1996; Nuss, 1984; Thorpe, Pittenger, and Reed, 1999) and evaluation of costs, benefits, and risks (Jensen et al., 2002; Lipson and McGavern, 1993; Michaels and Miethe, 1989).”
To cheat or not to cheat: effects of moral perspective and situational variables on students' attitudes (2004, background): “Indeed, Jensen et al. (2002), who examined perception of various motives for academic cheating, found that high school students found moral violations much more acceptable when they were perceived to be motivated by pro-social intentions (e.g. helping a friend or family member).”
Does culture influence understanding and perceived seriousness of plagiarism (2008, methodology): “This has been explained by two separate theories in the literature (Jensen et al., 2002).”
Predictors of a behavioral measure of scholastic cheating: Personality and competence but not demographics (2006, background): “Evidence that implicates the behavioral factor of psychopathy comes from studies linking cheating to constructs such as low self-restraint (Jensen et al., 2002) and low self-control (Bolin, 2004; Cochran, Wood, Sellers, Wilkerson, & Chamblin, 1998).”
Motivational Perspectives on Student Cheating: Toward an Integrated Model of Academic Dishonesty (2006, background): “Students report that they cheat more often when the stakes for failure are high (i.e., losing a schol-arship, being placed on probation) (Sheard, Markham, & Dick, 2003), and they also are more forgiving of their dishon-est peers in these situations (Jensen et al., 2002; Sutton & Huba,1995).”