Abstract
Examination dishonesty is a global problem that became particularly critical after the outbreak of the COVID-19 pandemic and the shift to remote learning. Academic research has often examined this phenomenon as only one aspect of a broader concept of academic dishonesty and as a one-dimensional construct. This article builds on existing knowledge and proposes a novel, two-factor model of examination misconduct, dividing it into individual and collective forms of dishonesty. A study conducted on a large sample of 462 Polish students confirmed the psychometric quality of the new Examination Dishonesty Intention Scale (EDIS) and the superiority of the two-factor model over the unidimensional model. In addition, we tested the psychological correlates of both types of academic dishonesty and demonstrated their divergent validity. The results suggest that EDIS can be a valuable tool for exploring the intentions of exam dishonesty and has potential for practical applications in academic integrity policy and research.
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We thank Professor Irene Glendinning for her insights and suggestions that contributed to the development of this paper.
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All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by MK, JE and AG. The first draft of the manuscript was written by MK. All authors read and approved the final manuscript.
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Koscielniak, M., Enko, J. & Gąsiorowska, A. “I Cheat” or “We Cheat?” The Structure and Psychological Correlates of Individual vs. Collective Examination Dishonesty. J Acad Ethics 22, 71–87 (2024). https://doi.org/10.1007/s10805-024-09514-x
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DOI: https://doi.org/10.1007/s10805-024-09514-x