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dc.contributor.authorYazıcı, Aslı
dc.contributor.authorYazıcı, Sedat
dc.contributor.authorErdem, Meziyet Sema
dc.date.accessioned2019-06-27T06:24:19Z
dc.date.available2019-06-27T06:24:19Z
dc.date.issued2011
dc.identifier.urihttp://hdl.handle.net/11772/1527
dc.description.abstractInvestigation of academic dishonesty has increased markedly in the past two decades; however, the body of research offers inconclusive evidence for many variables. This study examines faculty and student perceptions of in-class and outof-class cheating behaviours and provides contextual evidence for the prevalence of assessment practices used. Faculty and students differed only slightly in their attitudes toward collegiate cheating and their views on possible reasons for it. We found that the prevalence of teaching and assessment types used in student grading is significantly correlated with perceptions of out-of-class cheating, but not with out-of-class cheating behaviours. Students with less experience in out-of-class assessment display a less ethical attitude toward out-of-class cheatingen_US
dc.language.isoengen_US
dc.publisherRoutledgeen_US
dc.relation.isversionof10.1080/03055698.2010.506321en_US
dc.rightsinfo:eu-repo/semantics/restrictedAccessen_US
dc.subjectAcademic dishonestyen_US
dc.subjectPlagiarismen_US
dc.subjectHigher educationen_US
dc.subjectCheatingen_US
dc.subjectİntihalen_US
dc.titleFaculty and student perceptions on college cheating: evidence from Turkeyen_US
dc.typearticleen_US
dc.relation.journalEducational Studiesen_US
dc.identifier.volume37en_US
dc.identifier.issue2en_US
dc.identifier.startpage221en_US
dc.identifier.endpage231en_US


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