Academic cheating, achievement orientations, and culture values: A Meta-Analysis
This preregistered meta-analysis investigated whether cultural values moderate the relations between students’ achievement orientations and their tendency to cheat. We identified 80 studies on the associations between performance/learning orientations and academic cheating in 27 countries with 40,86...
Gespeichert in:
| Hauptverfasser: | , , , , , , , |
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| Dokumenttyp: | Article (Journal) |
| Sprache: | Englisch |
| Veröffentlicht: |
2024
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| Ausgabe: | OnlineFirst |
| In: |
Review of educational research
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| ISSN: | 1935-1046 |
| DOI: | 10.3102/00346543241288240 |
| Online-Zugang: | Verlag, kostenfrei, Volltext: https://doi.org/10.3102/00346543241288240
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| Verfasserangaben: | Li Zhao, Xinchen Yang, Xinyi Yu, Jiaxin Zheng, Haiying Mao, Genyue Fu, Fang Fang, and Kang Lee |
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| 245 | 1 | 0 | |a Academic cheating, achievement orientations, and culture values |b A Meta-Analysis |c Li Zhao, Xinchen Yang, Xinyi Yu, Jiaxin Zheng, Haiying Mao, Genyue Fu, Fang Fang, and Kang Lee |
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| 520 | |a This preregistered meta-analysis investigated whether cultural values moderate the relations between students’ achievement orientations and their tendency to cheat. We identified 80 studies on the associations between performance/learning orientations and academic cheating in 27 countries with 40,867 participants. Performance orientation positively correlates with academic cheating (r = .09, 95% CI = 0.04 to 0.13), and learning orientation negatively correlates with academic cheating (r = −.16, 95% CI = −0.20 to -0.13). Univariate meta-analysis, hierarchical meta-regression, and meta-analytic structural equation modeling (MASEM) revealed that cultural values at the country level significantly moderate the relations between achievement orientations and cheating. These findings suggested that cultural values play a significant role in influencing the relations between achievement orientations and academic cheating, and, thus, cheating prevention programs must consider culture to achieve optimal effects. Based on these findings, we propose a new model that integrates cultural values into the existing model of academic cheating decision-making. | ||
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