Variables clave para una intervención eficaz en deshonestidad académica
DOI:
https://doi.org/10.22235/cp.v13i2.1892Palabras clave:
emociones, conducta pasada, teoría de la conducta planificada, intención, deshonestidad académicaResumen
El objetivo fundamental de este trabajo es explorar la importancia de las emociones, positivas y negativas, y la conducta pasada en la intención de llevar a cabo conductas académicas deshonestas más allá de la explicación dada por la Teoría de la Conducta Planificada. Se utilizó una muestra final de 262 estudiantes de la Universidad de Santiago de Compostela, con edades comprendidas entre los 18 y 26 años. Los resultados mostraron que las variables añadidas aumentan de manera significativa la capacidad explicativa del modelo (ΔR² =22%). Esto, junto con la relación que presentan las variables con la intención conductual [emociones positivas (β=.10), conducta pasada (β=.51)], es lo que hace que estas variables adquieran relevancia explicativa en el modelo y nos dote de herramientas necesarias para intervenir y ayudar a mejorar la formación académica de nuestros jóvenes.
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Ajzen, I., y Madden, T. J. (1986). Prediction of goal-directed behavior: The role of intention, perceived control, and prior behavior. Journal of Experimental Social Psychology, 26, 305-328.
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Brimble, M., y Stevenson-Clarke, P. (2005). Perceptions of the prevalence and seriousness of academic dishonesty in Australian universities. The Australian Educational Researcher, 32(3), 19-44.
Carpenter, D. D., Harding, T. S., Finelli, C. J., y Passow, H. J. (2004). Does academic dishonesty relate to unethical behavior in professional practice? An exploratory study. Science and engineering ethics, 10(2), 311-324.
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Passow, H. J., Mayhew, M. J., Finelli, C. J., Harding, T. S., y Carpenter, D. D. (2006). factors influencing engineering students’decisions to cheat by type of assessment. Research in Higher Education, 47(6), 643-684.
Rakovski, C. C., y Levy, E. S. (2007). Academic dishonesty: Perceptions of business students. College Student Journal, 41(2), 466-482.
Rey-Abella, F., Blanch, C. y Folch-Soler, A. (2006). Nivel de conducta académica deshonesta entre los estudiantes de una escuela de ciencias de la salud. Enfermería Clínica, 16(2), 57-61.
Rivis, A., Sheeran, P., y Armitage, C. J. (2009). Expanding the affective and normative components of the Theory of Planned Behavior: A meta‐analysis of anticipated affect and moral norms. Journal of Applied Social Psychology, 39(12), 2985-3019.
Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. Sociological methodology, 13, 290-312.
Stone, T. H., Jawahar, I. M., y Kisamore, J. L. (2009). Using the theory of planned behavior and cheating justifications to predict academic misconduct. Career Development International, 14(3), 221-241.
Stone, T. H., Jawahar, I. M., y Kisamore, J. L. (2010). Predicting academic misconduct intentions and behavior using the theory of planned behavior and personality. Basic and Applied Social Psychology, 32(1), 35-45.
Vandehey, M., Diekhoff, G., y LaBeff, E. (2007). College cheating: A twenty-year follow-up and the addition of an honor code. Journal of College Student Development, 48(4), 468-480.
Verplanken, B., y Aarts, H. (1999). Habit, attitude, and planned behaviour: is habit an empty construct or an interesting case of goal-directed automaticity?. European review of social psychology, 10(1), 101-134.
Whitley, B. E. (1998). Factors associated with cheating among college students: A review. Research in higher education, 39(3), 235-274.
Ajzen, I. (2002). Perceived behavioral control, self-efficacy, locus of control, and Theory of Planned Behavior. Journal of Applied Social Psychology, 32, 1-20.
Ajzen, I. (2006). Constructing a Theory of Planned Behavior Questionnaire. Recuperado desde http://people.umass.edu/aizen/tpb.html
Ajzen, I. (2011). Theory of planned behavior. Handbook Theory Social Psycholy, 1(1), 438.
Ajzen, I., y Madden, T. J. (1986). Prediction of goal-directed behavior: The role of intention, perceived control, and prior behavior. Journal of Experimental Social Psychology, 26, 305-328.
Ajzen, I., y Sheikh, S. (2013). Action versus inaction: anticipated affect in the theory of planned behavior. Journal of Applied Social Psychology, 43(1), 155-162.
Baron, R. M., y Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of personality and social psychology, 51(6), 1173.
Beck, L., y Ajzen, I. (1991). Predicting dishonest actions using the theory of planned behavior. Journal of research in personality, 25(3), 285-301.
Bentler, P. M., y Speckart, G. (1979). Models of attitude–behavior relations. Psychological review, 86(5), 452.
Bentler, P. M., y Speckart, G. (1981). Attitudes" cause" behaviors: A structural equation analysis. Journal of Personality and Social Psychology, 40(2), 226.
Brimble, M., y Stevenson-Clarke, P. (2005). Perceptions of the prevalence and seriousness of academic dishonesty in Australian universities. The Australian Educational Researcher, 32(3), 19-44.
Carpenter, D. D., Harding, T. S., Finelli, C. J., y Passow, H. J. (2004). Does academic dishonesty relate to unethical behavior in professional practice? An exploratory study. Science and engineering ethics, 10(2), 311-324.
Cialdini, R. B., R. E. Petty, y J. T. Cacioppo (1981) “Attitude and attitude change”. Annual Review of Psychology, 32, 357–403.
Comas, Rubén, Sureda, Jaume, Casero, Antonio, Morey y Mercè. (2011). La integridad académica entre el alumnado universitario español. Estudios pedagógicos, 37(1), 207-225
Conner, M. (2013). Health cognitions, affect and health behaviors. The European Health Psychologist, 15, 33-39.
Cronan, T. P., Mullins, J. K., y Douglas, D. E. (2018). Further understanding factors that explain freshman business students’ academic integrity intention and behavior: Plagiarism and sharing homework. Journal of Business Ethics, 147(1), 197-220.
Echevarría, A., D. Páez, y J. F. Valencia (1988) “Testing Ajzen and Fishbein’s attitudes model: the prediction of voting”. European Journal of Social Psychology, 18(2)181–190.
Harding, T. S., Mayhew, M. J., Finelli, C. J., y Carpenter, D. D. (2007). The theory of planned behavior as a model of academic dishonesty in engineering and humanities undergraduates. Ethics & Behavior, 17(3), 255-279.
Hilbert, T. R. (2016). Relationships among academic dishonesty, moral obligation, and fraud detection software (Order No. AAI3684964). Available from PsycINFO. (1780495579; 2016-99020-486). Retrieved from
Hopp, C., & Hoover, G. A. (2017). How prevalent is academic misconduct in management research? Journal of Business Research, 80, 73-81.
Hughes, J. M. C., y McCabe, D. L. (2006). Academic misconduct within higher education in Canada. The Canadian Journal of Higher Education, 36(2), 1.
Lonsdale, D. (2017). Intentions to cheat: Ajzen's planned behavior and goal-related personality facets. The Journal of Psychology: Interdisciplinary and Applied, 151(2), 113-129
McCall, M. W., Lombardo, M. M., y Morrison, A. M. (1988). Lessons of experience: How successful executives develop on the job. Nueva York: The Free Press.
McCabe, D. L., Treviño, L. K., y Butterfield, K. D. (2001). Cheating in academic institutions: A decade of research. Ethics &Behavior, 11(3), 219-232.
McEachan, R. R. C., Conner, M., Taylor, N. J., y Lawton, R. J. (2011). Prospective prediction of health-related behaviours with the theory of planned behaviour: A meta-analysis. Health Psychology Review, 5(2), 97-144.
Nonis, S., y Swift, C. O. (2001). An examination of the relationship between academic dishonesty and workplace dishonesty: A multicampus investigation. Journal of Education for business, 77(2), 69-77.
Olafson, L., Schraw, G., y Kehrwald, N. (2014). Academic dishonesty: Behaviors, sanctions, and retention of adjudicated college students. Journal of College Student Development, 55(7), 661-674.
Oran, N. T., Can, H. Ö., Şenol, S., y Hadımlı, A. P. (2016). Academic dishonesty among health science school students. Nursing Ethics, 23(8), 919-931.
Passow, H. J., Mayhew, M. J., Finelli, C. J., Harding, T. S., y Carpenter, D. D. (2006). factors influencing engineering students’decisions to cheat by type of assessment. Research in Higher Education, 47(6), 643-684.
Rakovski, C. C., y Levy, E. S. (2007). Academic dishonesty: Perceptions of business students. College Student Journal, 41(2), 466-482.
Rey-Abella, F., Blanch, C. y Folch-Soler, A. (2006). Nivel de conducta académica deshonesta entre los estudiantes de una escuela de ciencias de la salud. Enfermería Clínica, 16(2), 57-61.
Rivis, A., Sheeran, P., y Armitage, C. J. (2009). Expanding the affective and normative components of the Theory of Planned Behavior: A meta‐analysis of anticipated affect and moral norms. Journal of Applied Social Psychology, 39(12), 2985-3019.
Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. Sociological methodology, 13, 290-312.
Stone, T. H., Jawahar, I. M., y Kisamore, J. L. (2009). Using the theory of planned behavior and cheating justifications to predict academic misconduct. Career Development International, 14(3), 221-241.
Stone, T. H., Jawahar, I. M., y Kisamore, J. L. (2010). Predicting academic misconduct intentions and behavior using the theory of planned behavior and personality. Basic and Applied Social Psychology, 32(1), 35-45.
Vandehey, M., Diekhoff, G., y LaBeff, E. (2007). College cheating: A twenty-year follow-up and the addition of an honor code. Journal of College Student Development, 48(4), 468-480.
Verplanken, B., y Aarts, H. (1999). Habit, attitude, and planned behaviour: is habit an empty construct or an interesting case of goal-directed automaticity?. European review of social psychology, 10(1), 101-134.
Whitley, B. E. (1998). Factors associated with cheating among college students: A review. Research in higher education, 39(3), 235-274.
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Publicado
2019-10-07
Cómo citar
Río, A., Durán, M., Ferraces, M. J., & Rodríguez, M. (2019). Variables clave para una intervención eficaz en deshonestidad académica. Ciencias Psicológicas, 13(2), 356–366. https://doi.org/10.22235/cp.v13i2.1892
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