大学生道德判断能力、道德自我认同与学业欺骗行为的关系
发布时间：2018-11-15 07:50
【摘要】：学业欺骗行为在高校中是比较常见的一种不道德行为,已有研究证明了道德规范能够影响学业欺骗行为的发生频率,但道德规范如何影响学业欺骗行为还存在争议。本研究考察道德判断能力、道德自我认同与学业欺骗行为的关系,来探究道德规范如何影响学业欺骗行为。 研究主要采用问卷法,本研究采用了三个问卷,分别是《学业欺骗行为测量问卷》、《道德判断能力测验问卷修订版》和《道德自我认同测量问卷修订版》,选取了四川师范大学、成都大学、西华大学、四川师范大学文理学院四所高校大二到大四共计782名大学生进行调查与分析,证明了道德判断和道德自我认同对学业欺骗行为有显著的交互作用。通过数据分析,研究结果如下： 1.大学生道德判断能力的性别差异显著,而且男生的道德判断能力比女生要强。大学生学业欺骗行为的年级差异显著,而且大学二年级、大学四年级的道德判断能力显著大于大学三年级的。 2.大学生具有稳定的道德自我认同。大学生道德自我认同的性别差异不显著,男女的道德自我认同均达到了一个比较稳定的状态。大学生道德自我认同的年级差异显著,而且其中大学二年级与大学四年级的道德自我认同显著大于大学三年级的。 3.大学生高达94.3%的被试报告其在上一学年中出现过不同程度的学业欺骗行为。大学生学业欺骗行为的性别差异显著,而且女生的学业欺骗行为的频率显著小于男生的。大学生学业欺骗行为的年级差异显著,而且大学四年级与大学三年级的学业欺骗行为的频率显著大于大学二年级的,大学四年级的学业欺骗行为的频率显著大于大学三年级的。 4.道德判断和道德自我认同的显著正相关,r=31；道德判断能力与学业欺骗行为显著负相关,r=-.32；道德自我认同与学业欺骗行为显著负相关,r=-.30；道德判断能力与道德自我认同对学业欺骗行为具有显著的交互作用。 5.通过回归分析,得到回归方程：道德自我认同=.31×道德判断能力；学业欺骗行为=-.32×道德判断能力；学业欺骗行为=.30×道德自我认同；学业欺骗行为=-.25×道德判断能力-.22x道德自我认同。
[Abstract]:Academic cheating is a common kind of immoral behavior in colleges and universities. It has been proved that moral norms can affect the frequency of academic cheating behavior, but there is still controversy about how moral norms affect academic deceptive behavior. This study examines the relationship between moral judgment, moral self-identity and academic cheating to explore how ethical norms affect academic cheating. In this study, three questionnaires were used, namely the academic cheating behavior questionnaire, the revised moral judgment Test questionnaire, and the revised moral Self-identity questionnaire. A total of 782 sophomores from Sichuan normal University, Chengdu University, Xihua University, Sichuan normal University and four colleges of arts and science of Sichuan normal University were selected for investigation and analysis. It is proved that moral judgment and moral self-identity play a significant role in academic cheating. Through data analysis, the results are as follows: 1. The gender difference of moral judgment ability of college students is significant, and the moral judgment ability of male students is stronger than that of female students. The difference of academic cheating behavior is significant, and the moral judgment ability of the sophomore and the senior grade is significantly higher than that of the third year. 2. College students have stable moral self-identity. The gender difference of moral self-identity of college students is not significant, and the moral self-identity of both men and women has reached a relatively stable state. There are significant differences in the grade of moral self-identity among the college students, and the moral self-identity of the sophomore and the fourth grade is significantly higher than that of the third year. 3. As many as 94.3% of college students reported that they had some degree of academic cheating in the last academic year. The gender difference of academic cheating behavior was significant, and the frequency of academic cheating behavior of female students was significantly lower than that of male students. The frequency of academic cheating behavior in the fourth year and the third grade is significantly higher than that in the second year, and the frequency of the academic cheating behavior in the fourth grade is significantly higher than that in the third year. 4. The positive correlation between moral judgment and moral self-identity was significant (r = 31); moral judgment ability was negatively correlated with academic cheating behavior, r ~ (-.32); moral self-identity was negatively correlated with academic cheating behavior, r ~ (-.30); Moral judgment and moral self-identity play a significant role in academic cheating. 5. Through regression analysis, the regression equations were obtained: moral self-identification = .31 脳 moral judgment ability, academic cheating behavior = -.32 脳 moral judgment ability, academic deceptive behavior = .30 脳 moral self-identity; Academic cheating = -. 25 脳 moral judgment -. 22x moral self-identification.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G641
本文编号：2332640
[Abstract]:Academic cheating is a common kind of immoral behavior in colleges and universities. It has been proved that moral norms can affect the frequency of academic cheating behavior, but there is still controversy about how moral norms affect academic deceptive behavior. This study examines the relationship between moral judgment, moral self-identity and academic cheating to explore how ethical norms affect academic cheating. In this study, three questionnaires were used, namely the academic cheating behavior questionnaire, the revised moral judgment Test questionnaire, and the revised moral Self-identity questionnaire. A total of 782 sophomores from Sichuan normal University, Chengdu University, Xihua University, Sichuan normal University and four colleges of arts and science of Sichuan normal University were selected for investigation and analysis. It is proved that moral judgment and moral self-identity play a significant role in academic cheating. Through data analysis, the results are as follows: 1. The gender difference of moral judgment ability of college students is significant, and the moral judgment ability of male students is stronger than that of female students. The difference of academic cheating behavior is significant, and the moral judgment ability of the sophomore and the senior grade is significantly higher than that of the third year. 2. College students have stable moral self-identity. The gender difference of moral self-identity of college students is not significant, and the moral self-identity of both men and women has reached a relatively stable state. There are significant differences in the grade of moral self-identity among the college students, and the moral self-identity of the sophomore and the fourth grade is significantly higher than that of the third year. 3. As many as 94.3% of college students reported that they had some degree of academic cheating in the last academic year. The gender difference of academic cheating behavior was significant, and the frequency of academic cheating behavior of female students was significantly lower than that of male students. The frequency of academic cheating behavior in the fourth year and the third grade is significantly higher than that in the second year, and the frequency of the academic cheating behavior in the fourth grade is significantly higher than that in the third year. 4. The positive correlation between moral judgment and moral self-identity was significant (r = 31); moral judgment ability was negatively correlated with academic cheating behavior, r ~ (-.32); moral self-identity was negatively correlated with academic cheating behavior, r ~ (-.30); Moral judgment and moral self-identity play a significant role in academic cheating. 5. Through regression analysis, the regression equations were obtained: moral self-identification = .31 脳 moral judgment ability, academic cheating behavior = -.32 脳 moral judgment ability, academic deceptive behavior = .30 脳 moral self-identity; Academic cheating = -. 25 脳 moral judgment -. 22x moral self-identification.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G641
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