Self and Peer Perceptions of Ethical Behavior among Engineering Students
Department
Psychological Science
Major
Psychology
Research Advisor
Henslee, Amber M.
Advisor's Department
Psychological Science
Funding Source
CASB FYRE Pilot Program
Abstract
Background: The prevalence of academic dishonesty (e.g., cheating, plagiarism) is a concern across all academic disciplines, including engineering and STEM fields. In a review of 115 articles, Marfarlane, Zhang, & Pun (2014) reported rates of cheating as high as 82%. Engineering students report more academic integrity infractions compared to students in other academic disciplines (Newstead, Franklin-Stokes, & Armstead, 1996; Harding, Mayhew, Finelli, & Carpenter, 2007; Yeo, 2007). Yang et al. (2013) found that engineering students attribute their academic dishonesty to self-interest concerning scholarships and future job offers. Additionally, complicated scientific or mathematical ideas and phrases, and students’ inability to paraphrase them properly may account for higher rates (Yeo, 2007). Factors that contribute to unethical behavior include one’s prior unethical behavior as well as self-perception of integrity and perceptions of peer behavior (e.g., social norms). Objective: To investigate S&T freshmen engineering students’ self-perception and peer perceptions of ethical behaviors. Method: Students participated as a part of their grade for FE 1100, but were not penalized if they chose not to participate. Surveys of self and peer perceptions, and demographics were administered to approximately 1,300 students at the beginning of the fall semester. Data from students who failed to complete the surveys were omitted. Preliminary Results: Approximately 19% of freshmen engineering students reported a previous history of academic dishonesty. On a Likert scale of 0 (not at all) to 7 (extremely), participants’ self-perception were positive (M = 5.6, SD = 1.2). Data analysis is ongoing. Discussion: Results may be helpful in targeting ethics education to incoming S&T students as well as ongoing efforts throughout the college curriculum.
Biography
Sara Johnson is a freshman student majoring in Psychology. She is involved in the College of Arts, Science, and Business (CASB) First Year Research Experience (FYRE) Pilot Program.
Research Category
Social Sciences
Presentation Type
Poster Presentation
Document Type
Poster
Award
Social science poster session, Second place
Location
Upper Atrium/Hall
Presentation Date
11 Apr 2017, 1:00 pm - 3:00 pm
Self and Peer Perceptions of Ethical Behavior among Engineering Students
Upper Atrium/Hall
Background: The prevalence of academic dishonesty (e.g., cheating, plagiarism) is a concern across all academic disciplines, including engineering and STEM fields. In a review of 115 articles, Marfarlane, Zhang, & Pun (2014) reported rates of cheating as high as 82%. Engineering students report more academic integrity infractions compared to students in other academic disciplines (Newstead, Franklin-Stokes, & Armstead, 1996; Harding, Mayhew, Finelli, & Carpenter, 2007; Yeo, 2007). Yang et al. (2013) found that engineering students attribute their academic dishonesty to self-interest concerning scholarships and future job offers. Additionally, complicated scientific or mathematical ideas and phrases, and students’ inability to paraphrase them properly may account for higher rates (Yeo, 2007). Factors that contribute to unethical behavior include one’s prior unethical behavior as well as self-perception of integrity and perceptions of peer behavior (e.g., social norms). Objective: To investigate S&T freshmen engineering students’ self-perception and peer perceptions of ethical behaviors. Method: Students participated as a part of their grade for FE 1100, but were not penalized if they chose not to participate. Surveys of self and peer perceptions, and demographics were administered to approximately 1,300 students at the beginning of the fall semester. Data from students who failed to complete the surveys were omitted. Preliminary Results: Approximately 19% of freshmen engineering students reported a previous history of academic dishonesty. On a Likert scale of 0 (not at all) to 7 (extremely), participants’ self-perception were positive (M = 5.6, SD = 1.2). Data analysis is ongoing. Discussion: Results may be helpful in targeting ethics education to incoming S&T students as well as ongoing efforts throughout the college curriculum.
Comments
Joint project with Dr. Gayla Olbricht and Luke Settles (Master’s student) in the Mathematics and Statistics Department.