ACADEMIC INTEGRITY, ACADEMIC MISCONDUCT, AND CREDENTIAL EMBELLISHMENT AMONG BUSINESS STUDENTS

摘要

There was a significant difference in the mean scores of the attitude toward exam cheating only between the two groups of academic integrity knowledge (M_(low-know) = 1-33 vs. M_(high-know) = 1.15, p < .05). Students who reported high level of academic integrity knowledge presented less accepting attitudes toward exam cheating. However, there were no significant differences in the mean scores of the attitudes toward other academic misconduct dimensions between the groups. Concerning academic misconduct and credential embellishment, two groups were . formed based on the median values. There were significant differences in the mean scores of the attitude toward resume fraud (M_(low-illicit col.) = 1 -28 vs. M_(high-illicit col.) = 1.55,p< .05) and resume padding (M_(low-illicit col.) = 1.68 vs. M_(high-illicit col.) = 2.14, p < .01) between the low-illicit col. Group vs. high-illicit col. Group. A significant difference was found from the two groups-the low-plagiarism group vs. high-plagiarism-in terms of the mean scores of the attitude toward resume fraud (M_(low-plagiarism) = 1-26 vs. M_(high-piagiarism) = 1.55, p< .01) while a marginal significance was found for resume padding (M_(low-plagiarism)= 1.80 vs. M_(high-piagiarism) = 2.08, p < .10). Between two groups-low cheating vs. high cheating, significant differences in the mean scores of the attitude toward credential embellishment were found (M_(low-cheat) = 1.31 vs. M_(high-cheat) = 1-65: resume fraud; M_(low-cheat)= 1.73 vs. M_(high-cheat) = 2.43: resume padding; p < .01). Overall, students who are more accepting of academic misconduct were significantly more accepting of both dimensions of credential embellishment.