Academic dishonesty and academic entitlement plague many college campuses. This research applies the theory of cognitive dissonance to the classroom in an attempt to curb academic dishonesty. Hypocrisy, a branch of the theory of cognitive dissonance, has been induced with regards to health and pro-social causes, but has not been applied to the field of higher education. In order to apply the concept of hypocrisy to academic dishonesty, a two-part experiment was conducted. The first portion of the experiment was an in-class manipulation and the second portion was an online survey conducted one month after the manipulation. Two hundred two students participated in both portions of the experiment. The participants were randomly assigned to one of four conditions (e.g., hypocrisy, commitment only, mindfulness only, control) and participated in two activities. One month after the manipulation took place, students were sent a link to the online survey with a cover story indicating that the survey was part of a research study. After the survey was closed, participants were debriefed and the data was cleaned. Upon analyzing the data, no significant results were detected. The lack of statistical significance was likely due to the month time lapse and the single dose of the manipulation treatment. Overall, this study pioneers the application of hypocrisy in the field of education and provides guidance for future hypocrisy induction studies.

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Made available in DSpace on 2016-08-02T21:42:16Z (GMT). No. of bitstreams: 1 Patricia Brecht Innarelli.pdf: 656760 bytes, checksum: ced27c29544f720ac1734360f6de898f (MD5) Previous issue date: 2011-07-29 / The growing concern about academic dishonesty and their possible impacts on organizations and society has required special attention. Several studies indicate that the technology and in particular the Internet, can cause an increase in academic dishonesty and, in particular the practice of plagiarism. Types of academic dishonesty are listed in the literature as fraud, plagiarism, overseas aid and wire fraud. Among these types, plagiarism is becoming a major concern among higher education institutions in comparison with others (LOVETT-HOOPER et al., 2007). The existence of the intentionality of the individual is a central feature in studies of plagiarism, characterized as the result of an individual decision. From the standpoint of the Theory of Planned Behavior - TPB (Theory of Planned Behavior) of Ajzen (1991), the action of the individual is guided by beliefs (behavioral, normative and control) that influence their attitude to something that in turn leads to the rationalization of the intention to influence the behavior of the individual. This research aims to identify the antecedent factors that influence the attitude toward plagiarism among Brazilian students of higher education, distance mode. A systematic mapping of the literature on the subject identified more than 300 articles and converged on a number of 74 articles considered critical. Of these, a model was generated analysis that predictors of positive attitude to plagiarism (from certain influences received, the individual will consider the practice of plagiarism), the following constructs: Positioning Moral, Social norms and situational aspects. For model analysis, we used a survey research when, at this stage were referred, 1800 questionnaires, the students from different periods of the course of Directors of a private university. The rate of return of the questionnaires was 28.95%, totaling 353 valid questionnaires. For data analysis we used the structural equation modeling algorithm with Partial Least Squares (PLS) technique suitable for a small number of observations and when you cannot take parameters for distribution. The main findings of this research were: 41.8% of variable model explained the attitude of positive attitudes to plagiarism, and the identification of six significant constructs associated with the model being: Understanding (-0.102, p <0.05), Expected value (0.243, p <0.001), Ease (0.108, p <0.05), Pressure Situation (0.126, p <0.01), Relativism (0.272, p <0.001) and severity and likelihood of punishment (-0.255, p <0.001). / A crescente preocupação com a desonestidade acadêmica e seus possíveis impactos para as organizações e sociedade tem requerido especial atenção. Diversos estudos indicam que a tecnologia e, em especial, a Internet, pode ocasionar o aumento da desonestidade acadêmica e, em especial, da prática de plágio. Tipos de desonestidade acadêmica são listados pela literatura como sendo a fraude, o plágio, o auxílio externo e a fraude eletrônica. Dentre estes tipos, o plágio está se tornando a maior preocupação entre as instituições de ensino superior em comparação com os demais (LOVETT-HOOPER et al., 2007). A existência da intencionalidade do indivíduo é uma característica central nos estudos sobre plágio, caracterizado como sendo a consequência de uma decisão individual. Do ponto de vista da Theory of Planned Behavior - TPB (Teoria do Comportamento Planejado), de Ajzen (1991), a ação do indivíduo é orientada por crenças (comportamentais, normativas e de controle) que influenciam sua atitude em relação a algo, que por sua vez leva à racionalização da intenção que influenciará o comportamento do indivíduo. Esta pesquisa tem como objetivo identificar os fatores antecedentes que influenciam a atitude em relação ao plágio dentre estudantes brasileiros do ensino superior, modalidade à distância. Um sistemático mapeamento da literatura sobre o tema identificou mais de 300 artigos e convergiu para um número de 74 artigos considerados fundamentais. Destes, foi gerado um modelo de análise que define como preditores da Atitude Positiva em relação ao Plágio (a partir de determinadas influências recebidas, o indivíduo considerará a prática do plágio), os seguintes construtos: Posicionamento Moral, Normas sociais e Aspectos situacionais. Para análise do modelo, utilizou-se uma pesquisa do tipo survey quando, nesta fase foram encaminhados, 1800 questionários, a alunos de diferentes períodos do curso de Administração, de uma Universidade particular. A taxa de retorno dos questionários foi de 28,95%, totalizando 353 questionários válidos. Para a análise dos dados utilizou-se a modelagem por equações estruturais com algoritmo Partial Least Squares (PLS), técnica adequada para um número reduzido de observações e quando não se pode assumir parâmetros para a distribuição. Os principais resultados encontrados nesta pesquisa foram: 41,8% da variablidade da Atitude explicada do modelo de Atitude Positiva frente ao plágio; e a identificação de seis construtos significantes associados ao modelo, sendo: Entendimento (-0,102, p<0,05), Expectativa de Valor (0,243, p<0,001), Facilidade (0,108, p<0,05), Situação de Pressão (0,126, p<0,01), Relativismo (0,272, p<0,001) e Severidade e Possibilidade de Punição (-0,255, p<0,001).

Pages 19 to 23 have been omitted because of Revision / Elizabethan prose fiction has been virtually ignored for a long time. The question of rhetoric in this fiction is an extremely complex issue, and studies which have examined this aspect are usually stylistic analyses that fragment the works by dissecting isolated passages for stylistic data concerning an author's manipulation of particular schemes and tropes. This approach has often tended to ignore the possibility that larger ideals and attitudes may underlie the use of rhetorical figures (i.e. elocutio) in particular passages. While this dissertation does not attempt to resolve the problems of the relationship between rhetorical training in the grammar schools and Elizabethan fiction, or between the English vernacular rhetorics and Elizabethan fiction, it offers some idea about what these writers thought about rhetoric beyond its status as ornamentation. This thesis tries to discover what these writers thought about the possibilities of rhetorical training --that is, about its moral status as an art of persuasion. In my view, the major writers of Elizabethan prose fiction dramatize the abuses of verbal skills; they explore some of the techniques of deception, distortion and manipulation that are afforded by rhetorical training. The subject-matter of this fiction is largely concerned with verbal methods of persuasion that manipulate and distort, that rely on false logic and dishonesty; these writers are concerned with rhetorical attempts to change the face of the "real" world in order to justify a particular idea, action, or belief. My thesis explicates the prose fictional works of Gascoigne, Lyly, Sidney, Nashe and Deloney with this theory in mind. As well as suggesting the ways in which rhetoric is handled as a subject in a variety of fictional contexts, my thesis also explicates the rhetorical strategies which these authors themselves use to involve their reader in evaluating rhetoric. / Thesis / Doctor of Philosophy (PhD)

La malhonnêteté académique au cours d’épreuves présente des enjeux importants quant à l’intégrité des évaluations. La présence des TIC étant de plus en plus importante en cours de passation dans les épreuves, il est important avec ce mode de récolte de données d’assurer un niveau de sécurité égal ou même supérieur à celui présent lorsqu’un mode de récolte de données traditionnel, le papier-crayon, est utilisé. Il existe plusieurs recherches sur l’utilisation des TIC dans l’évaluation, mais peu d’entre elles traitent des modalités de sécurité lors de l’utilisation des TIC. Dans ce mémoire, treize organisations québécoises ont été rencontrées: six qui utilisaient les TIC dans la passation, cinq qui utilisaient le papier-crayon dans la passation mais qui désiraient utiliser les TIC et deux qui utilisaient le papier-crayon et qui ne désiraient pas utiliser les TIC. Les organisations sont des établissements d’enseignement (primaire, secondaire, collégial, universitaire), des entreprises privées, des organismes gouvernementaux ou municipaux et des ordres professionnels. Des entrevues semi-structurées et une analyse qualitative par présence ou absence de différentes caractéristiques ont permis de documenter les modalités de sécurité liées à la récolte de données en vue de l’évaluation en utilisant les TIC. Ces modalités ont été comparées à celles utilisées lors de l’utilisation du papier-crayon dans la récolte de données en vue de l’évaluation afin de voir comment elles varient lors de l’utilisation des TIC. Les résultats révèlent que l’utilisation des TIC dans la passation complexifie et ajoute des étapes à la préparation des épreuves pour assurer un niveau de sécurité adéquat. Cependant elle permet également de nouvelles fonctions en ce qui concerne le type de questions, l’intégration de multimédia, l’utilisation de questions adaptatives et la génération aléatoire de l’épreuve qui permettent de contrer certaines formes de malhonnêteté académiques déjà présentes avec l’utilisation du papier-crayon dans la passation et pour lesquelles il était difficile d’agir. Toutefois, l’utilisation des TIC dans la passation peut aussi amener de nouvelles possibilités de malhonnêteté académique. Mais si ces dernières sont bien prises en considération, l’utilisation des TIC permet un niveau de sécurité des épreuves supérieur à celui où les données sont récoltées au traditionnel papier-crayon en vue de l’évaluation. / Academic dishonesty in assessments presents important issues regarding its integrity. The presence of ICT being increasingly important in the examinations, it is important with this method of data collection to ensure a level of safety equal to or even higher than the one present when the traditional method of collecting data, the paper and pencil, is used. There are several studies on the use of ICT in assessment, but few of them talks about the security arrangements in the use of ICT. In this study, thirteen Quebec’s organizations were encountered, six of them who used ICT in the assessment, five who used paper and pencil in the assessment but who wished to use ICT and two who used paper and pencil and did not wish to use ICT. The organizations are educational institutions (elementary, high school, college, university), private companies, government or municipal agencies and professional associations. Semi-structured interviews and a qualitative analysis by the presence or absence of different characteristics documented the security arrangements related to data collection for the assessment using ICT. These modalities were compared with those used when there is utilization of paper and pencil in the collection of data to see how they vary when using ICT. The results show that the use of ICT in the assessment makes it more complex and adds steps to the preparation of the examination to ensure an adequate level of security. However, it also allows new features regarding the type of questions, the integration of multimedia, the use of adaptive questions and random generation of test that can counter some forms of academic dishonesty already present with the use of paper and pencil in the assessment and for which it was difficult to act. However, the use of ICT in assessment can also bring new opportunities for academic dishonesty. If these are taken into consideration, the use of ICT allows a higher security level than the assessment where the data were collected with traditional paper-and-pencil.

This study explored the relationship between cheating among university students and their cognitive developmental levels, use of neutralization techniques, self-concept as a multifaceted cognitive construct, and attitude toward cheating. The purposes of this study were to investigate: (1) The relationships between academic dishonesty and each of the following overall independent variables: cognitive development, use of neutralization techniques, self-concept as a multifaceted cognitive construct, and attitude toward cheating, and (2) the reasons behind college student academic cheating behaviors. The study used data from anonymous, self-report surveys administered to undergraduate students in-class and at supplemental sessions. Student participation was voluntary. The study was correlational. The five hypotheses were: (1) Self-concept is significantly and negatively related to academic dishonesty; (2) Cognitive development is significantly and negatively related to academic dishonesty; (3) Attitude toward cheating is significantly and negatively related to academic dishonesty; (4) The use of neutralization techniques is significantly and positively related to academic dishonesty; (5) Cognitive development, self-concept, and attitude toward cheating will make significant contributions to the regression model for the dependent variables of academic dishonesty. The data supported the first, third, and fourth hypotheses. However, the second and fifth hypotheses were supported under certain conditions. The roles of cognitive development and self-concept in academic dishonesty represent major findings.

(in English) This thesis examines erosive elements (counterproductive behaviour or dishonesty) within the organization culture. The study is based on organization theories and criminology and also on studies on a same or similar topics not only from Czechia but also from foreign researches. The practical part of this study works with data file of Quality of life research (Štohanzlová, 2016), which includes the battery of thirteen erosive elements that were explored. The analysis of the occurrence, tolerance and unacceptability of these elements was conducted. Its context and influence on the perceived frequency of respondent's stress at work environment were analysed too. Connections with erosive elements were tested with basic socio-demographic variables and with sizes of organizations and it was often argued by industries in which respondents work. There were identified differences in an appearance and tolerance of observed phenomena. Based on the analysis was found that relationship problems at workplaces proved to be problematic: The relationship problems have significant influence on a frequency of perceived stress of respondents at work.