Rationalizing the Decision to Cheat: An Empirical Analysis to Determine Whether Social Rational Orientation Can Predict Academic Dishonesty

Abstract

Academic dishonesty is a wide-spread issue in educational institutions, including higher education. This study determined if there was a correlation between social rational action orientations and the likelihood of engaging in academically dishonest acts. The relationship between course value and academic dishonesty was also examined. The researchers obtained data from 357 undergraduate students at a large public university in the Southwest. The instrument included a scale that was created to determine student social rational orientation membership. To measure potential academic dishonesty behaviors, vignettes were created and manipulated to portray either low or high perceived course value. Overall, this study found that social rational orientation and perceived course value predicted the likelihood of engaging in academically dishonest acts. This study uncovered new variables that can be used to predict academic dishonesty by elucidating how students rationalize their decision to cheat.

Additional information

Notes on contributors

Megan R. Krou

^a

Megan R. Krou ([email protected]) is a doctoral candidate at Texas State University in developmental education specializing in learning support. Her research interests involve the motivational antecedents of academic dishonesty and student success in higher education.

Taylor W. Acee

^b

Taylor W. Acee ([email protected]) is associate professor in the graduate program in developmental education in the College of Education at Texas State University. His research focuses on strategic learning and motivation in postsecondary settings.

Nathan W. Pino

^c

Nathan W. Pino ([email protected]) is professor of sociology and honorary professor of international studies at Texas State University. He conducts research on international policing and police reform, violence, and the attitudes/behaviors of college students.

Meagan A. Hoff

^d

Meagan A. Hoff ([email protected]) is a doctoral student in developmental education specializing in literacy at Texas State University. Her research interests focus on the metacognitive strategies of students transitioning into postsecondary studies.