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Students' perceptions of teacher effectiveness and academic misconduct: what's the connection?
McKibban, Amie R.
McKibban, Amie R.
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Dissertation
Adobe PDF, 243.77 KB
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2009-05
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Dissertation
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Electronic dissertations
Electronic dissertations
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Abstract
Using the classroom as the unit of analyses, the current study assesses the relationship
between students’ perceptions of teacher effectiveness and academic misconduct utilizing valid
and reliable measures with established constructs. By utilizing the classroom as the unit of
analysis, a better understanding of the unique variance in academic dishonesty across classes will
be established in relation to variation in students’ perceptions of teaching practices. One hundred
and twenty eight classes participated in the current study, with 3,151 students completing the
Students’ Perceptions of Teacher Effectiveness survey and Academic Misconduct Survey.
Although students’ perceptions of teacher effectiveness were not related to the rate of academic
misconduct across classes, results do suggest that the lower the difficulty and workload of the
course is perceived as being, the more likely students report cheating on exams, taking credit for
others’ work, using false personal excuses, and creatively padding their work. Reasons for these
relationships are explicated, and suggestions for future research are discussed.
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Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology
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Wichita State University