The Anatomy of Academic Dishonesty: Cognitive Development, Self-Concept, Neutralization Techniques, and Attitudes Toward Cheating

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This study explored the relationship between cheating among university students and their cognitive developmental levels, use of neutralization techniques, self-concept as a multifaceted cognitive construct, and attitude toward cheating. The purposes of this study were to investigate: (1) The relationships between academic dishonesty and each of the following overall independent variables: cognitive development, use of neutralization techniques, self-concept as a multifaceted cognitive construct, and attitude toward cheating, and (2) the reasons behind college student academic cheating behaviors. The study used data from anonymous, self-report surveys administered to undergraduate students in-class and at supplemental sessions. Student participation was voluntary. The study ... continued below

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Arvidson, Cody Jean August 2004.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 4413 times , with 30 in the last month . More information about this dissertation can be viewed below.

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  • Arvidson, Cody Jean

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Description

This study explored the relationship between cheating among university students and their cognitive developmental levels, use of neutralization techniques, self-concept as a multifaceted cognitive construct, and attitude toward cheating. The purposes of this study were to investigate: (1) The relationships between academic dishonesty and each of the following overall independent variables: cognitive development, use of neutralization techniques, self-concept as a multifaceted cognitive construct, and attitude toward cheating, and (2) the reasons behind college student academic cheating behaviors. The study used data from anonymous, self-report surveys administered to undergraduate students in-class and at supplemental sessions. Student participation was voluntary. The study was correlational. The five hypotheses were: (1) Self-concept is significantly and negatively related to academic dishonesty; (2) Cognitive development is significantly and negatively related to academic dishonesty; (3) Attitude toward cheating is significantly and negatively related to academic dishonesty; (4) The use of neutralization techniques is significantly and positively related to academic dishonesty; (5) Cognitive development, self-concept, and attitude toward cheating will make significant contributions to the regression model for the dependent variables of academic dishonesty. The data supported the first, third, and fourth hypotheses. However, the second and fifth hypotheses were supported under certain conditions. The roles of cognitive development and self-concept in academic dishonesty represent major findings.

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  • August 2004

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  • Feb. 15, 2008, 3:29 p.m.

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  • Jan. 16, 2014, 2:40 p.m.

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Arvidson, Cody Jean. The Anatomy of Academic Dishonesty: Cognitive Development, Self-Concept, Neutralization Techniques, and Attitudes Toward Cheating, dissertation, August 2004; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc4641/: accessed September 22, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .