Date Approved

5-3-2004

Embargo Period

4-25-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Klanderman, John

Second Advisor

Dihoff, Roberta

Subject(s)

Cheating (Education); College students--Conduct of life

Disciplines

Educational Psychology

Abstract

The purpose of this investigation was to examine the degree to which college undergraduate and graduate students cheat as well as to examine if the justifications for cheating differed amongst these groups. Cheating behavior scores and justifications for engaging in academically dishonest behavior scores were obtained from 138 college undergraduate and graduate students through the use of a survey. One-way analysis of variance revealed a significant difference between the underclassmen, upperclassmen, and graduate students group reporting cheating behaviors. Post hoc tests revealed that underclassmen reported significantly higher levels of cheating than upperclassmen and graduate students. Graduate students were found to cheat significantly less than college upperclassmen. Scores on the justification scale were obtained and a significant difference was found between the groups. Post hoc tests revealed that college underclassmen and upperclassmen reported significantly higher justification scores. Pearson correlation results indicated that as class standing increases, the prevalence of cheating behaviors and level of justifications for those behaviors decreased significantly.

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