Honor Codes and Other Contextual Influences on Academic Integrity: A Replication and Extension to Modified Honor Code Settings

By Donald L. Mccabe, Linda Klebe Treviño, Kenneth D. Butterfield. 2002

409 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/1f2c21745cd61ce13e0b16258c0169ff359a2cee

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In Information Systems and Management

In Safety Research

In Social Psychology

Citations in the corpus

The Dishonesty of Honest People: A Theory of Self-Concept Maintenance (2008, positive): “Although many explanations have been proposed for the effectiveness of honor codes used by many academic institutions (McCabe, Trevino, and Butterfield 2002; see http://www.academicintegrity.org), the self-concept maintenance idea may shed light on the internal process underlying its success.”
Predicting Academic Misconduct Intentions and Behavior Using the Theory of Planned Behavior and Personality (2010, methodology): “A second proactive approach to reducing cheating is based on findings of Beck and Ajzen (1991), McCabe et al. (2002), and the current study.”
The Fox in the Hen House: A Critical Examination of Plagiarism Among Members of the Academy of Management (2012, background): “Deterrence factors such as perceived certainty of being reported and perceived severity of penalties have been found to be negatively associated with academic dishonesty (McCabe et al., 2002; McCabe, 1993, 1997).”
Student Online Plagiarism: How Do We Respond? (2003, background): “McCabe and Trevino (1993) reported that strong disincentives for academic dishonesty are the likelihood of being caught and the perceived severity of penalties. Yet, among the most powerful influential factors regarding any form of cheating are perceptions of peer behavior (McCabe and Trevino 1993, ”
Motivational Perspectives on Student Cheating: Toward an Integrated Model of Academic Dishonesty (2006, background): “For example, Murdock et al. (2001) reported an inverse relation between cheating and academic self-efficacy for middle school students, even after controlling for personal goals, classroom goal structures, and other aspects of the classroom environment.”
Cheating by economics and business undergraduate students: an exploratory international assessment (2010, background): “Schools with honour codes tend to have lower rates of copying among students, which corroborates the findings of McCabe and Trevino (1993) and the arguments of McCabe et al. (2003).”