TY - JOUR
T1 - Social learning theory and academic dishonesty
AU - Michelle Lersch, Kim
PY - 1999/1/1
Y1 - 1999/1/1
N2 - 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.
AB - 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.
UR - https://digitalcommons.usf.edu/si_facpub/598
UR - https://doi.org/10.1080/01924036.1999.9678635
U2 - 10.1080/01924036.1999.9678635
DO - 10.1080/01924036.1999.9678635
M3 - Article
VL - 23
JO - International Journal of Comparative and Applied Criminal Justice
JF - International Journal of Comparative and Applied Criminal Justice
ER -