ACADEMIC CHEATING IN HIGHER EDUCATION: A COMPARATIVE EXAMINATION AMONG FRENCH AND HUNGARIAN BUSINESS SCHOOL STUDENTS (Csalas a felsooktatasban: francia es magyar kozgazdaszhallgatok osszehasonlitasa)
This study examined Hungarian (98) and French (131) business school students' attitudes and self-reported behavior regarding academic cheating. The main purpose was to focus on cultural differences, moreover the role of gender; grade-level; academic achievement; seriousness of expected possible punishments; positive and negative feelings after a successful cheating; acceptability of cheating and self-reported cheating were measured also. Attitudes towards cheating were measured by 14 vignettes. Participants evaluated the behavior of a dishonest classmate on an acceptability scale in different imagined situations. On the basis of self-reports 83% of Hungarian business school students cheated at least once during last semester in contrast to the 34% of French students (X2 = 52,19; p = 0,001). Furthermore, Hungarians concerning all of the 14 vignettes evaluate cheating more acceptable (p = 0,01); they have significantly less negative feelings after successful cheating (t = - 2,203; p =0,031); they expect significantly less severe punishment (X2 = 75,29; p = 0,001) and they have wider range of cheating methods in comparison with French students. On the basis of the multi-factor ANOVA hierarchical model the seriousness of punishment (F = 34,429, p = 0,001) and the nationality (F = 19,839, p = 0,001) have significant impact on the acceptability of cheating, moreover, nationality has the highest explanatory power.
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