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Predictors of cheating and cheating attributions: Does classroom context influence cheating and blame for cheating?

Predictors of cheating and cheating attributions: Does classroom context influence cheating and... The frequency of cheating in today’s classrooms undermines educators’ efforts and threatens students’ learning. Data from 444 high school students in 48 math and science classrooms at two time points were analyzed to examine the classroom and individual influences on students’ attributions of blame for cheating and to examine the relationship between students’ attributions of blame for cheating and subsequent cheating behavior. Hierarchical linear modeling revealed that student-level and aggregate views of teacher characteristics were related to concurrent and subsequent attribution of cheating blame to teachers and to subsequent cheating behaviors, over and above the influence of moral emotion dispositions. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png European Journal of Psychology of Education Springer Journals

Predictors of cheating and cheating attributions: Does classroom context influence cheating and blame for cheating?

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References (47)

Publisher
Springer Journals
Copyright
Copyright © 2008 by Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands
Subject
Education; Educational Psychology; Pedagogic Psychology
ISSN
0256-2928
eISSN
1878-5174
DOI
10.1007/BF03172754
Publisher site
See Article on Publisher Site

Abstract

The frequency of cheating in today’s classrooms undermines educators’ efforts and threatens students’ learning. Data from 444 high school students in 48 math and science classrooms at two time points were analyzed to examine the classroom and individual influences on students’ attributions of blame for cheating and to examine the relationship between students’ attributions of blame for cheating and subsequent cheating behavior. Hierarchical linear modeling revealed that student-level and aggregate views of teacher characteristics were related to concurrent and subsequent attribution of cheating blame to teachers and to subsequent cheating behaviors, over and above the influence of moral emotion dispositions.

Journal

European Journal of Psychology of EducationSpringer Journals

Published: Nov 5, 2009

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