NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED550595
Record Type: Non-Journal
Publication Date: 2012
Pages: 146
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-8928-7
ISSN: N/A
Impact of Student Perceptions of the Learning Environment on Decisions to Engage in Academic Dishonesty
Pricci, Erica Barone
ProQuest LLC, Ph.D. Dissertation, Marywood University
This qualitative research study explored how college students' perceptions of the learning environment impacted their decisions to engage in academic dishonesty. Second and third-year college students (n = 445) were surveyed using an open-ended survey to determine how their perceptions of elements of the learning environment influenced their temptations to cheat. Specific elements of the learning environment included in the survey were: perceptions of course relevance, perceptions of assignment relevance, perceptions of classroom involvement, perceptions of teacher effectiveness, and perceptions of overall classroom and institutional culture. The results indicated that while some students were not likely to cheat under any circumstances, other students reported that elements of the learning environment did have an impact on their temptations to cheat. In other words, students reported that there were situations within the learning environment which made cheating more or less likely. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A