Title

Social learning theory and academic dishonesty

Document Type

Article

Publication Date

1999

Digital Object Identifier (DOI)

https://doi.org/10.1080/01924036.1999.9678635

Abstract

Using a longitudinal self‐report survey of undergraduate students, social learning concepts were evaluated for the possible effects on various forms of academic dishonesty. The acceptance of definitions favorable to academic dishonesty was found to be a significant predictor of student involvement in deviant activity, as was the degree of involvement of the peer group in questionable acts. Mixed results were found for measures of differential reinforcement.

Was this content written or created while at USF?

Yes

Citation / Publisher Attribution

International Journal of Comparative and Applied Criminal Justice, v. 23, issue 1, p. 103-114

Share

COinS