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    Dishonesty in the Classroom: The Effect of Cognitive Dissonance and the Mitigating Influence of Religious Commitment

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    Authors
    Woodbine, Gordon
    Amirthalingam, Vimala
    Date
    2013
    Type
    Journal Article
    
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    Citation
    Woodbine, Gordon and Amirthalingam, Vimala. 2013. Dishonesty in the Classroom: The Effect of Cognitive Dissonance and the Mitigating Influence of Religious Commitment. Journal of Academic Ethics. 11 (2): pp. 139-155.
    Source Title
    Journal of Academic Ethics
    DOI
    10.1007/s10805-013-9185-8
    ISSN
    1570-1727
    URI
    http://hdl.handle.net/20.500.11937/18663
    Collection
    • Curtin Research Publications
    Abstract

    A controlled experiment was conducted with a cohort of graduate accounting students, which involved a mild form of deception during a class ethics quiz. One of the answers to a difficult question was inadvertently revealed by a visiting scholar, which allowed students an opportunity to use the answer in order to maximise test scores and qualify for a reward. Despite an attempt to sensitize students prior to the test to the importance of moral codes of conduct, a high incidence of cheating was reported. Students who took the opportunity to cheat were more condoning of the behaviour compared to control group members and this difference in attitudes was consistent regardless of the intensity of the issue specified in the survey. The cognitive dissonance associated with the academic dishonesty is believed to reveal behavioural orientations that reflect conscious and unconscious desires to alleviate the discomfort associated with the behaviour by attempting to condone it. This inappropriate behaviour appears to attract students professing no religious faith and is significantly influenced by the reported level of religious commitment.

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