The purpose of this investigation was to examine the degree to which college undergraduate and graduate students cheat as well as to examine if the justifications for cheating differed amongst these groups. Cheating behavior scores and justifications for engaging in academically dishonest behavior scores were obtained from 138 college undergraduate and graduate students through the use of a survey. One-way analysis of variance revealed a significant difference between the underclassmen, upperclassmen, and graduate students group reporting cheating behaviors. Post hoc tests revealed that underclassmen reported significantly higher levels of cheating than upperclassmen and graduate students. Graduate students were found to cheat significantly less than college upperclassmen. Scores on the justification scale were obtained and a significant difference was found between the groups. Post hoc tests revealed that college underclassmen and upperclassmen reported significantly higher justification scores. Pearson correlation results indicated that as class standing increases, the prevalence of cheating behaviors and level of justifications for those behaviors decreased significantly.
","abstract_html":"<p>The purpose of this investigation was to examine the degree to which college undergraduate and graduate students cheat as well as to examine if the justifications for cheating differed amongst these groups. Cheating behavior scores and justifications for engaging in academically dishonest behavior scores were obtained from 138 college undergraduate and graduate students through the use of a survey. One-way analysis of variance revealed a significant difference between the underclassmen, upperclassmen, and graduate students group reporting cheating behaviors. Post hoc tests revealed that underclassmen reported significantly higher levels of cheating than upperclassmen and graduate students. Graduate students were found to cheat significantly less than college upperclassmen. Scores on the justification scale were obtained and a significant difference was found between the groups. Post hoc tests revealed that college underclassmen and upperclassmen reported significantly higher justification scores. Pearson correlation results indicated that as class standing increases, the prevalence of cheating behaviors and level of justifications for those behaviors decreased significantly.</p>","abstract_has_math":false,"creators":["Hendricks, Bryan"],"institution":null,"degree_name":"M.A. in School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Klanderman, John","Dihoff, Roberta"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-05-03T07:00:00Z","date_published":"2004-05-03T07:00:00Z","updated_at":"2026-07-24T04:14:04Z","subjects":["Cheating (Education); College students--Conduct of life","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1160","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Klanderman, John","Dihoff, Roberta"]},{"key":"dc:creator","label":"Author","values":["Hendricks, Bryan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-25T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Cheating (Education); College students--Conduct of life","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1160"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this investigation was to examine the degree to which college undergraduate and graduate students cheat as well as to examine if the justifications for cheating differed amongst these groups. Cheating behavior scores and justifications for engaging in academically dishonest behavior scores were obtained from 138 college undergraduate and graduate students through the use of a survey. One-way analysis of variance revealed a significant difference between the underclassmen, upperclassmen, and graduate students group reporting cheating behaviors. Post hoc tests revealed that underclassmen reported significantly higher levels of cheating than upperclassmen and graduate students. Graduate students were found to cheat significantly less than college upperclassmen. Scores on the justification scale were obtained and a significant difference was found between the groups. Post hoc tests revealed that college underclassmen and upperclassmen reported significantly higher justification scores. Pearson correlation results indicated that as class standing increases, the prevalence of cheating behaviors and level of justifications for those behaviors decreased significantly.
"]},{"key":"dc:title","label":"Title","values":["Academic dishonesty: a study in the magnitude of and justifications for academic dishonesty among college undergraduate and graduate students"]}]}],"canonical_facts":{"dc:contributor":["Klanderman, John","Dihoff, Roberta"],"dc:creator":["Hendricks, Bryan"],"dc:date.available":["2016-04-25T07:00:00Z"],"dc:description.abstract":["The purpose of this investigation was to examine the degree to which college undergraduate and graduate students cheat as well as to examine if the justifications for cheating differed amongst these groups. Cheating behavior scores and justifications for engaging in academically dishonest behavior scores were obtained from 138 college undergraduate and graduate students through the use of a survey. One-way analysis of variance revealed a significant difference between the underclassmen, upperclassmen, and graduate students group reporting cheating behaviors. Post hoc tests revealed that underclassmen reported significantly higher levels of cheating than upperclassmen and graduate students. Graduate students were found to cheat significantly less than college upperclassmen. Scores on the justification scale were obtained and a significant difference was found between the groups. Post hoc tests revealed that college underclassmen and upperclassmen reported significantly higher justification scores. Pearson correlation results indicated that as class standing increases, the prevalence of cheating behaviors and level of justifications for those behaviors decreased significantly.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1160"],"dc:subject":["Cheating (Education); College students--Conduct of life","Educational Psychology"],"dc:title":["Academic dishonesty: a study in the magnitude of and justifications for academic dishonesty among college undergraduate and graduate students"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Psychology"]},"updated_at":"2026-07-24T04:14:04Z"}