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
Scholar Commons Citation
Michelle Lersch, Kim, "Social learning theory and academic dishonesty" (1999). School of Information Faculty Publications. 598.
https://digitalcommons.usf.edu/si_facpub/598
