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An examination of factors and attitudes that influence reporting fraudulent claims in an academic environment

An examination of factors and attitudes that influence reporting fraudulent claims in an academic... The study examined potential factors and attitudes associated with providing fraudulent academic claims. A total of 319 students completed an online survey which involved reading a vignette about an incomplete assignment. Participants reported whether they would contact their instructor to gain an extension, expressed their confidence in the believability of reasons for not completing an assignment, and answered questions about their attitudes toward academic excuse making. The results indicated that academic consequences of failing to turn in an assignment and communication medium did not affect the rate at which participants reported claims. Participants most commonly reported family emergency as a reason, and expressed higher confidence that the instructor would believe this reason if they or a classmate reported it. Furthermore, a survey about attitudes toward academic excuse making suggested that the belief that academic excuse making is not really a form of deception was associated with a greater likelihood of reporting a fraudulent claim, and that those who preferred email communication tended to endorse survey items that conveyed the ease of reporting academic excuses via email. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Active Learning in Higher Education SAGE

An examination of factors and attitudes that influence reporting fraudulent claims in an academic environment

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/lp/sage/an-examination-of-factors-and-attitudes-that-influence-reporting-oSRBM5342E
Publisher
SAGE
Copyright
© The Author(s) 2014
ISSN
1469-7874
eISSN
1741-2625
DOI
10.1177/1469787414527389
Publisher site
See Article on Publisher Site

Abstract

The study examined potential factors and attitudes associated with providing fraudulent academic claims. A total of 319 students completed an online survey which involved reading a vignette about an incomplete assignment. Participants reported whether they would contact their instructor to gain an extension, expressed their confidence in the believability of reasons for not completing an assignment, and answered questions about their attitudes toward academic excuse making. The results indicated that academic consequences of failing to turn in an assignment and communication medium did not affect the rate at which participants reported claims. Participants most commonly reported family emergency as a reason, and expressed higher confidence that the instructor would believe this reason if they or a classmate reported it. Furthermore, a survey about attitudes toward academic excuse making suggested that the belief that academic excuse making is not really a form of deception was associated with a greater likelihood of reporting a fraudulent claim, and that those who preferred email communication tended to endorse survey items that conveyed the ease of reporting academic excuses via email.

Journal

Active Learning in Higher Education – SAGE

Published: Jul 1, 2014

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