Predictors of cheating and cheating attributions: Does classroom context influence cheating and blame for cheating?

被引：31

作者：

Murdock, Tamera B. ^{[1
]}

Beauchamp, Anne S. ^{[2
]}

Hinton, Amber M. ^{[1
]}

机构：

[1] Univ Missouri, Dept Psychol, Kansas City, MO 64110 USA

[2] Univ Kansas, Lawrence, KS 66045 USA

来源：

EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION | 2008年 / 23卷 / 04期

关键词：

Attribution; Cheating; Classroom context; Motivation;

D O I：

10.1007/BF03172754

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The frequency of cheating in today's classrooms undermines educators' efforts and threatens students' learning. Data from 444 high school students in 48 math and science classrooms at two time points were analyzed to examine the classroom and individual influences on students' attributions of blame for cheating and to examine the relationship between students' attributions of blame for cheating and subsequent cheating behavior. Hierarchical linear modeling revealed that student-level and aggregate views of teacher characteristics were related to concurrent and subsequent attribution of cheating blame to teachers and to subsequent cheating behaviors, over and above the influence of moral emotion dispositions.

引用

页码：477 / 492

页数：16

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