Academic Performance and Cheating: Moderating Role of School Identification and Self-Efficacy

By Kristin V. Finn, M. Frone. 2004

304 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/aa530ffefb677c391f74317ba9fd3280b01a3af8

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Citations in the corpus

Ethically adrift: How others pull our moral compass from true North, and how we can fix it (2013, background): “A study of academic misconduct found that students who strongly identified with their school reported lower levels of academic misconduct than did those with weaker attachments to their institution (Finn & Frone, 2004).”
The Fox in the Hen House: A Critical Examination of Plagiarism Among Members of the Academy of Management (2012, background): “…with plagiarism are aggressive (Type A) personality (Buckley, Wiese, & Harvey, 1998); external locus of control (Crown & Spiller, 1998); low self-efficacy (Murdock, Hale, & Weber, 2001); low self-esteem (Lyer & Eastman, 2006); and lower levels of school identification (Finn & Frone, 2004).”
The Adult Lives of At-Risk Students: The Roles of Attainment and Engagement in High School. Statistical Analysis Report. NCES 2006-328. (2006, background): “Low identification (disidentification) is associated with a spectrum of adverse behaviors including academic cheating (Finn and Frone 2004), drug and alcohol use during the school day (Hawkins, Catalano, and Miller, 1992; Voelkl and Frone 2000), a range of health risk behaviors (Resnick et al.…”
The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy (2018, background): “Others have stated that lower levels of self-efficacy can lead to students being preoccupied (Martinez, Kock and Cass 2011), being absent from class (Saito and Samimy 1996), not submitting homework (Martinez, Kock and Cass 2011) and even cheating (Finn and Frone 2004).”
Bullying Involvement and the School Adjustment of Rural Students With and Without Disabilities (2012, methodology): “Reliability, measured by Cronbach’s alpha, exceeds .80 across studies; construct validity has been established through high correlations with academic achievement and class participation (Finn & Frone, 2004; Voelkl, 1996, 1997).”
Writing essays: does self-efficacy matter? The relationship between self-efficacy in reading and in writing and undergraduate students’ performance in essay writing (2012, unknown): “…1990; Schunk & Zimmerman, 1997), reading/writing performance (e.g. McCarthy, Meier, & Rinderer, 1985; Meier, McCarthy, & Schmeck, 1984; Pajares & Johnson, 1994, 1996; Pajares & Valiante, 1997; Shell, Colvin, & Bruning, 1995; Shell, Murphy, & Bruning, 1989) and cheating (e.g. Finn & Frone, 2004).”
Integrating Implicit and Explicit Social Cognitions for Enhanced Personality Assessment (2007, methodology): “…1991; Morris, Sherman, & Mansfield, 1986), researchers may want to increase power by setting critical alpha (Type I error rate) at .10 for the interaction term in MHMR analyses as recommended by Cohen (1988) and others (Champoux & Peters, 1980; Finn & Frone, 2004; G. H. McClelland, & Judd, 1993).”
Linking organizational trust with employee engagement: the role of psychological empowerment (2014, background): “In fact, many studies have observed that self-efficacy (a component of empowerment closer to competence) moderates work-related variables such as performance (e.g., Finn & Frone, 2004).”
Motivational Perspectives on Student Cheating: Toward an Integrated Model of Academic Dishonesty (2006, background): “Two recent studies have looked explicitly at school belonging in relation to cheating (Finn & Frone, 2004; Murdock et al., 2001).”
Understanding the Interplay Among Regulatory Self-Efficacy, Moral Disengagement, and Academic Cheating Behaviour During Vocational Education: A Three-Wave Study (2018, result): “…the phenomenon; however, it must be noted that ‘student self-report is the most common method for assessing cheating and has been shown to provide reasonable accurate estimates’ (Finn and Frone 2004, p. 116), and we found frequencies of cheating behaviour in line with estimates in the literature.”
The role of basic need fulfillment in academic dishonesty: A self-determination theory perspective (2015, background): “For example, correlational studies report an inverse relation between academic self-efficacy and cheating among both middle school students (Murdock, Hale, & Weber, 2001) and college students (Finn & Frone, 2004).”