Gender, student perceptions, institutional commitments and academic dishonesty: who reports in academic dishonesty cases?
The academic dishonesty literature generally focuses on the causes of academic dishonesty, and outlines deterrence strategies, as well as the punishment methods used in formal sanction. Student self-monitoring techniques are becoming a more visible alternative that places greater emphasis on proacti...
Gespeichert in:
| Veröffentlicht in: | Assessment and evaluation in higher education 2004-02, Vol.29 (1), p.75-90 |
|---|---|
| Hauptverfasser: | , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 90 |
|---|---|
| container_issue | 1 |
| container_start_page | 75 |
| container_title | Assessment and evaluation in higher education |
| container_volume | 29 |
| creator | Simon, Christopher A. Carr, Jim R. Mccullough, Sesi M. Morgan, Sally J. Oleson, Ted Ressel, Maggie |
| description | The academic dishonesty literature generally focuses on the causes of academic dishonesty, and outlines deterrence strategies, as well as the punishment methods used in formal sanction. Student self-monitoring techniques are becoming a more visible alternative that places greater emphasis on proactive prevention methods as opposed to reactive punishment policies. Increasing the formal level of student responsibility in deterring academic dishonesty assumes that students will actively monitor the behavior of their classmates. Our findings indicate that student perceptions of campus climate and gender differences are important factors when explaining student reporting of suspected academic dishonesty and may illustrate important prerequisite conditions that must exist prior to the establish of a successful student self-monitoring programme. |
| doi_str_mv | 10.1080/0260293032000158171 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_eric_</sourceid><recordid>TN_cdi_proquest_journals_203802389</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ680255</ericid><sourcerecordid>686340271</sourcerecordid><originalsourceid>FETCH-LOGICAL-c317t-888ac876b317a449a816a99202b745298b13cc83c1e52e271844bf51b9971cb83</originalsourceid><addsrcrecordid>eNqFkMtKAzEUhoMoWKtPoIvguqO5zCVxoUipNwpuFNwNmUyGpnSSMclQ5-1NGXFVdJUczvf9nHMAOMfoCiOGrhHJEeEUUYIQwhnDBT4AE5zmPCG8-DgEkx0R_5QdgxPv1xFLKc4mYHhUplZuBn3oa2UC7JSTqgvaGj-D2vigQ7-rxAZK27Y6tJHyUJgaCilq1WoJa-1X1igfhhu4XVnoVGddhLTZx0ApvPJ3p-CoERuvzn7eKXh_WLzNn5Ll6-Pz_H6ZSIqLkDDGhGRFXsVKpCkXDOeCc4JIVaQZ4azCVEpGJVYZUaTALE2rJsMV5wWWFaNTcDnmds5-9nGAcm17F_fxJUGUIUIZjxAdIems9041Zed0K9xQYlTuTlzuOXG0LkZLOS1_jcVLHlOzLLb52Namsa4VW-s2dRnEsLGuccJI7ffFluErRPf2X5f-Nds3-zue1w</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>203802389</pqid></control><display><type>article</type><title>Gender, student perceptions, institutional commitments and academic dishonesty: who reports in academic dishonesty cases?</title><source>EBSCOhost Education Source</source><creator>Simon, Christopher A. ; Carr, Jim R. ; Mccullough, Sesi M. ; Morgan, Sally J. ; Oleson, Ted ; Ressel, Maggie</creator><creatorcontrib>Simon, Christopher A. ; Carr, Jim R. ; Mccullough, Sesi M. ; Morgan, Sally J. ; Oleson, Ted ; Ressel, Maggie</creatorcontrib><description>The academic dishonesty literature generally focuses on the causes of academic dishonesty, and outlines deterrence strategies, as well as the punishment methods used in formal sanction. Student self-monitoring techniques are becoming a more visible alternative that places greater emphasis on proactive prevention methods as opposed to reactive punishment policies. Increasing the formal level of student responsibility in deterring academic dishonesty assumes that students will actively monitor the behavior of their classmates. Our findings indicate that student perceptions of campus climate and gender differences are important factors when explaining student reporting of suspected academic dishonesty and may illustrate important prerequisite conditions that must exist prior to the establish of a successful student self-monitoring programme.</description><identifier>ISSN: 0260-2938</identifier><identifier>EISSN: 1469-297X</identifier><identifier>DOI: 10.1080/0260293032000158171</identifier><identifier>CODEN: AEHEED</identifier><language>eng</language><publisher>Abingdon: Taylor & Francis Ltd</publisher><subject>College Environment ; Dishonesty ; Ethics ; Gender ; Gender Differences ; Nevada ; Perception ; Perceptions ; Punishment ; Reinforcement ; Self Management ; Student Attitudes ; Student Responsibility ; Students ; Undergraduate Students</subject><ispartof>Assessment and evaluation in higher education, 2004-02, Vol.29 (1), p.75-90</ispartof><rights>Copyright Taylor & Francis Group, LLC 2004</rights><rights>Copyright Carfax Publishing Company Feb 2004</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c317t-888ac876b317a449a816a99202b745298b13cc83c1e52e271844bf51b9971cb83</citedby><cites>FETCH-LOGICAL-c317t-888ac876b317a449a816a99202b745298b13cc83c1e52e271844bf51b9971cb83</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ680255$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Simon, Christopher A.</creatorcontrib><creatorcontrib>Carr, Jim R.</creatorcontrib><creatorcontrib>Mccullough, Sesi M.</creatorcontrib><creatorcontrib>Morgan, Sally J.</creatorcontrib><creatorcontrib>Oleson, Ted</creatorcontrib><creatorcontrib>Ressel, Maggie</creatorcontrib><title>Gender, student perceptions, institutional commitments and academic dishonesty: who reports in academic dishonesty cases?</title><title>Assessment and evaluation in higher education</title><description>The academic dishonesty literature generally focuses on the causes of academic dishonesty, and outlines deterrence strategies, as well as the punishment methods used in formal sanction. Student self-monitoring techniques are becoming a more visible alternative that places greater emphasis on proactive prevention methods as opposed to reactive punishment policies. Increasing the formal level of student responsibility in deterring academic dishonesty assumes that students will actively monitor the behavior of their classmates. Our findings indicate that student perceptions of campus climate and gender differences are important factors when explaining student reporting of suspected academic dishonesty and may illustrate important prerequisite conditions that must exist prior to the establish of a successful student self-monitoring programme.</description><subject>College Environment</subject><subject>Dishonesty</subject><subject>Ethics</subject><subject>Gender</subject><subject>Gender Differences</subject><subject>Nevada</subject><subject>Perception</subject><subject>Perceptions</subject><subject>Punishment</subject><subject>Reinforcement</subject><subject>Self Management</subject><subject>Student Attitudes</subject><subject>Student Responsibility</subject><subject>Students</subject><subject>Undergraduate Students</subject><issn>0260-2938</issn><issn>1469-297X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2004</creationdate><recordtype>article</recordtype><recordid>eNqFkMtKAzEUhoMoWKtPoIvguqO5zCVxoUipNwpuFNwNmUyGpnSSMclQ5-1NGXFVdJUczvf9nHMAOMfoCiOGrhHJEeEUUYIQwhnDBT4AE5zmPCG8-DgEkx0R_5QdgxPv1xFLKc4mYHhUplZuBn3oa2UC7JSTqgvaGj-D2vigQ7-rxAZK27Y6tJHyUJgaCilq1WoJa-1X1igfhhu4XVnoVGddhLTZx0ApvPJ3p-CoERuvzn7eKXh_WLzNn5Ll6-Pz_H6ZSIqLkDDGhGRFXsVKpCkXDOeCc4JIVaQZ4azCVEpGJVYZUaTALE2rJsMV5wWWFaNTcDnmds5-9nGAcm17F_fxJUGUIUIZjxAdIems9041Zed0K9xQYlTuTlzuOXG0LkZLOS1_jcVLHlOzLLb52Namsa4VW-s2dRnEsLGuccJI7ffFluErRPf2X5f-Nds3-zue1w</recordid><startdate>20040201</startdate><enddate>20040201</enddate><creator>Simon, Christopher A.</creator><creator>Carr, Jim R.</creator><creator>Mccullough, Sesi M.</creator><creator>Morgan, Sally J.</creator><creator>Oleson, Ted</creator><creator>Ressel, Maggie</creator><general>Taylor & Francis Ltd</general><general>Routledge</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20040201</creationdate><title>Gender, student perceptions, institutional commitments and academic dishonesty: who reports in academic dishonesty cases?</title><author>Simon, Christopher A. ; Carr, Jim R. ; Mccullough, Sesi M. ; Morgan, Sally J. ; Oleson, Ted ; Ressel, Maggie</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c317t-888ac876b317a449a816a99202b745298b13cc83c1e52e271844bf51b9971cb83</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2004</creationdate><topic>College Environment</topic><topic>Dishonesty</topic><topic>Ethics</topic><topic>Gender</topic><topic>Gender Differences</topic><topic>Nevada</topic><topic>Perception</topic><topic>Perceptions</topic><topic>Punishment</topic><topic>Reinforcement</topic><topic>Self Management</topic><topic>Student Attitudes</topic><topic>Student Responsibility</topic><topic>Students</topic><topic>Undergraduate Students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Simon, Christopher A.</creatorcontrib><creatorcontrib>Carr, Jim R.</creatorcontrib><creatorcontrib>Mccullough, Sesi M.</creatorcontrib><creatorcontrib>Morgan, Sally J.</creatorcontrib><creatorcontrib>Oleson, Ted</creatorcontrib><creatorcontrib>Ressel, Maggie</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Assessment and evaluation in higher education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Simon, Christopher A.</au><au>Carr, Jim R.</au><au>Mccullough, Sesi M.</au><au>Morgan, Sally J.</au><au>Oleson, Ted</au><au>Ressel, Maggie</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ680255</ericid><atitle>Gender, student perceptions, institutional commitments and academic dishonesty: who reports in academic dishonesty cases?</atitle><jtitle>Assessment and evaluation in higher education</jtitle><date>2004-02-01</date><risdate>2004</risdate><volume>29</volume><issue>1</issue><spage>75</spage><epage>90</epage><pages>75-90</pages><issn>0260-2938</issn><eissn>1469-297X</eissn><coden>AEHEED</coden><abstract>The academic dishonesty literature generally focuses on the causes of academic dishonesty, and outlines deterrence strategies, as well as the punishment methods used in formal sanction. Student self-monitoring techniques are becoming a more visible alternative that places greater emphasis on proactive prevention methods as opposed to reactive punishment policies. Increasing the formal level of student responsibility in deterring academic dishonesty assumes that students will actively monitor the behavior of their classmates. Our findings indicate that student perceptions of campus climate and gender differences are important factors when explaining student reporting of suspected academic dishonesty and may illustrate important prerequisite conditions that must exist prior to the establish of a successful student self-monitoring programme.</abstract><cop>Abingdon</cop><pub>Taylor & Francis Ltd</pub><doi>10.1080/0260293032000158171</doi><tpages>16</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0260-2938 |
| ispartof | Assessment and evaluation in higher education, 2004-02, Vol.29 (1), p.75-90 |
| issn | 0260-2938 1469-297X |
| language | eng |
| recordid | cdi_proquest_journals_203802389 |
| source | EBSCOhost Education Source |
| subjects | College Environment Dishonesty Ethics Gender Gender Differences Nevada Perception Perceptions Punishment Reinforcement Self Management Student Attitudes Student Responsibility Students Undergraduate Students |
| title | Gender, student perceptions, institutional commitments and academic dishonesty: who reports in academic dishonesty cases? |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-24T15%3A50%3A54IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_eric_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Gender,%20student%20perceptions,%20institutional%20commitments%20and%20academic%20dishonesty:%20who%20reports%20in%20academic%20dishonesty%20cases?&rft.jtitle=Assessment%20and%20evaluation%20in%20higher%20education&rft.au=Simon,%20Christopher%20A.&rft.date=2004-02-01&rft.volume=29&rft.issue=1&rft.spage=75&rft.epage=90&rft.pages=75-90&rft.issn=0260-2938&rft.eissn=1469-297X&rft.coden=AEHEED&rft_id=info:doi/10.1080/0260293032000158171&rft_dat=%3Cproquest_eric_%3E686340271%3C/proquest_eric_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=203802389&rft_id=info:pmid/&rft_ericid=EJ680255&rfr_iscdi=true |