Who Cheats? Do Prosocial Values Make a Difference?

Autor/inn/en	Kasler, Jonathan; Sharabi-Nov, Adi; Shinwell, Eric S.; Hen, Meirav
Titel	Who Cheats? Do Prosocial Values Make a Difference?
Quelle	In: International Journal for Educational Integrity, 19 (2023), Artikel 6 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hen, Meirav)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1007/s40979-023-00128-1
Schlagwörter	Cheating; Prosocial Behavior; Prevention; Social Values; Student Motivation; Risk; Student Attitudes; Comparative Analysis; Correlation; Gender Differences; Science Education; Social Studies; Identification; Intervention; Higher Education; Majors (Students); Well Being; Undergraduate Students; Integrity + Suchen Sie Ihr Suchwort? Prellen; Prävention; Vorbeugung; Sozialer Wert; Schulische Motivation; Risiko; Schülerverhalten; Korrelation; Geschlechterkonflikt; Naturwissenschaftliche Bildung; Gemeinschaftskunde; Identifikation; Identifizierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Well-being; Wellness; Wohlbefinden; Integrität
Abstract	Research has indicated the importance of internal motivation as a factor in reducing academic misconduct in higher education and some commentators have also cited prosocial values as buffers against the temptation to cheat. In light of this research, the goal of the present research was to study the roles of motivation and prosocial values in combating academic misconduct. Specifically, it examined how internal motivation and strong prosocial values might impact the risk of academic misconduct. For this purpose, 455 student participants completed a self-report questionnaire. The results support the hypothesis that high internal motivation and strong prosocial values reduce the tendency to cheat. In comparison, high external motivation and weak prosocial values were associated with higher levels of academic misconduct. In addition, male students were more likely to cheat than their female classmates and science students were more likely to cheat than social science students. The ability to identify factors that reduce the risk of academic misconduct can inform interventions in higher education. According to the present results, such interventions should involve the promotion of prosocial values and enhance student well-being. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01