Academic dishonesty has been growing in both digital and analog settings. The present study aimed to generalize the ethical dissonance index (EDI), which was established in a sample of Israeli school students as the gap between the pervasiveness of academic dishonesty and its perceived legitimacy. Furthermore, the study examined how technology, dishonesty type and individual differences affect these factors. The study employed a scenario-based approach – an indirect strategy for deducing academic dishonest behaviors. Participants were 1055 school students from various grade levels, geographic locations and religious/ethnic sectors. Results regarding the role of technology revealed that, overall, digital academic dishonesty was less pervasive and deemed more legitimate compared to analog dishonesty. However, this relationship varied as a function of dishonesty type. Findings confirmed that students experienced some level of ethical dissonance, generalizing the EDI. Notably, individual differences did not affect the relationship between media, dishonesty type and the EDI.
|Number of pages||15|
|Journal||British Journal of Educational Technology|
|State||Published - 1 Nov 2019|
Bibliographical noteFunding Information:
This study was supported by a grant from the Chief Scientist foundation, Israeli Ministry of Education (No. 009-2012). The data for this study belong to Israel?s Ministry of Education and the authors are not permitted to share it with any third party. The study was approved by an institutional ethics committee and by the Ministry of Education's ethics committee.