Social learning theory and academic dishonesty

Research output: Contribution to journalArticlepeer-review

Abstract

<p> Using a longitudinal self&hyphen;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.</p>
Original languageAmerican English
JournalInternational Journal of Comparative and Applied Criminal Justice
Volume23
DOIs
StatePublished - Jan 1 1999

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