Motivational Predictors of Academic Cheating Among First-Year College Students: Goals, Expectations, and Costs.

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dc.contributor.advisor Audrey Jaeger, Committee Co-Chair en_US
dc.contributor.advisor Joy Gaston Gayles, Committee Co-Chair en_US
dc.contributor.advisor Alyssa Bryant, Committee Member en_US
dc.contributor.advisor Larry Moneta, Committee Member en_US
dc.contributor.author Sieman, Ashley Mouberry en_US
dc.date.accessioned 2010-04-02T19:12:44Z
dc.date.available 2010-04-02T19:12:44Z
dc.date.issued 2009-04-13 en_US
dc.identifier.other etd-12042008-105621 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/5375
dc.description.abstract Academic cheating is a persistent and pervasive problem that threatens the core values of higher education (Burnett, Rudolph, & Clifford, 1998; McCabe, Trevino, & Butterfield, 2001a; Whitely & Keith-Spiegel, 2002). While a significant amount of research has been devoted to exploring the problem of student cheating, much of what exists is descriptive in nature and lacks an overarching, theoretically-based, conceptual framework. This study aimed to fill this gap in the existing literature by proposing and testing a theoretically-based conceptual model of the motivational predictors of academic cheating using a population of first-year college students. The model used in this study was developed based on the combined work of Murdock and Anderman (2006) and Harding, Mayhew, Finelli, & Carpenter (2007) and relied generally on expectancy value theory and, specifically, on the theory of planned behavior, to explore how goals, expectations, and costs influence first-year college students’ decisions to cheat. The proposed model was tested using a quantitative web-based survey instrument that was administered during the spring of 2008 to all 4,462 full-time, second semester, first-year students attending a large, public, land grant, institution located on the east coast of the United States. Data were analyzed using a variety of quantitative statistical techniques including multiple and hierarchical regression, general linear modeling, and structural equation modeling. Results provided support for the use of expectancy value theory and, specifically, the theory of planned behavior, as a theoretical model for understanding how motivational factors influence students’ decisions to cheat. Results showed that goals and expectations are important for understanding how students’ perceive the costs associated with cheating and that attitudes toward cheating and past cheating behavior are among the strongest predictors of intention to cheat and actual cheating behavior. Implications for practice and future research are presented and discussed. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject expectancy value theory en_US
dc.subject theory of planned behavior en_US
dc.subject academic dishonesty en_US
dc.subject cheating en_US
dc.subject motivation en_US
dc.title Motivational Predictors of Academic Cheating Among First-Year College Students: Goals, Expectations, and Costs. en_US
dc.degree.name EdD en_US
dc.degree.level dissertation en_US
dc.degree.discipline Higher Education Administration en_US


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