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The present study investigated the dishonest academic behaviours of Australian university students (N = 954) and their relationships with demographic factors, academic policy advised to students, academic self-efficacy, and academic orientation. It was hypothesised that higher levels of dishonesty would be associated with low learning-orientation, high grade-orientation, low academic self-efficacy and nonreceipt of information about the rules of cheating and plagiarism. Descriptive analyses revealed high levels of three types of self-reported academic dishonesty: cheating, plagiarism and falsification. Regression analyses revealed demographic variables, academic orientation and academic self-efficacy to have differential predictive value for the three types of dishonesty, underlining the argument that it is misleading to measure academic dishonesty as a unidimensional construct. The results are discussed in terms of implications for strategic interventions and university policy formulation.
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Helen Marsden
Marie Carroll
James T. Neill
Australian Journal of Psychology
University of South Australia
University of Canberra
ACT Government
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Marsden et al. (Sat,) studied this question.
www.synapsesocial.com/papers/6a09af0559b902245b4603f0 — DOI: https://doi.org/10.1080/00049530412331283426
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