THE FORUM

Internet plagiarism continues unabated and may even be increasing. Questions pertaining to the ethical-moral construct employed by students to justify Internet plagiarism among high school students have remained relatively untouched. Understanding not simply the prevalence of Internet plagiarism but also the variety of explanations used by students to justify their plagiarism seems crucial to curtailing its practice. In this study, I surveyed 160 high school students and endeavored to understand and describe the practices of students who use the Internet for schoolwork and who engage in copy-paste plagiarism or paper-buying practices. The results indicate that students are more easily able to justify copy-paste plagiarism for a variety of reasons that mirror justifications of other forms of conventional plagiarism. Most students indicated they would never purchase a paper for reasons ranging from fear of getting caught to more principled and nuanced ethical claims. Based on these results I also offer educators suggestions for refining assignments and evaluation methods.     

作弊为什么会传染?社会损失和作弊态度的中介作用

为了解释考试作弊的\"传染\"现象,研究探讨大学考试情境中他人作弊对观察者将来作弊意向的效应,假设他人作弊通过社会损失和作弊态度的链式中介作用对观察者将来作弊意向产生效应。研究采用他人作弊问卷、社会损失问卷、作弊态度问卷、将来作弊意向问卷,对765名在校大学生进行调查。在控制了性别、年级、第一次作弊的时间和经常作弊的开始时间之后,研究发现：（1）他人作弊正向预测观察者将来作弊意向;（2）社会损失在他人作弊和观察者将来作弊意向之间起中介作用;（3）社会损失与作弊态度在他人作弊与观察者将来作弊意向之间起链式中介作用。研究为理解考试作弊的\"传染\"现象及其内在机制提供了有价值的视角。     

高中生不良情绪状态的特点研究

采用问卷法对北京、新疆、重庆、浙江、河南共6015名高中生的不良情绪状态进行了研究.结果表明,高中生的焦虑、抑郁、孤独、敌对、恐惧等五种不良情绪的状态均处于中等程度,随着年龄的增长,高中生不良情绪的这五个方面表现出较为一致的变化特点:随着年龄的增长,其不良情绪的状态呈缓慢上升的变化趋势,高二学生的抑郁、孤独、敌对、恐惧等不良情绪状态显著高于高一学生;高三学生的五种不良情绪状态均略高于高二学生,但是未达显著性水平,高中阶段的五种不良情绪未出现显著的性别差异.     

初中生的社会支持与学校适应的关系

采用问卷法对328名初中生的社会支持和学校适应状况进行研究,探讨不同支持源的社会支持和初中生的学校适应之间的关系。结果表明;(1)母亲是初中生最经常的支持源。(2)初一年级学生感受到的社会支持显著高于初二学生,其学校适应状况也显著好于初二学生。(3)社会支持水平不同的初中生在学校适应的质量上存在差异,高支持水平学生的适应质量显著高于低支持水平学生的适应质量。(4)教师支持、同学支持对初中生的学校适应具有显著的回归效应。两者对积极的学校适应具有增益作用,而对消极的学校适应具有缓冲作用。     

School in our memory: do we remember our time in middle and high school differently?

ABSTRACT

The present study investigated autobiographical memories of school. While previous works have shown that most memories relating to school are social as opposed to academic, there are still strong theoretical arguments for the presumed prevalence of educationally oriented memories from at least some parts of the school period. The goal of the study was to replicate previous studies while addressing some of their limitations. In our study, only memories of high school were more socially and less educationally oriented. Also, memories of high school were more positive and emotionally intense. We discuss the further implications of these effects.     

高中生创造性思维发展特点的研究

选取110名高中生为被试,采用自编“中学生创造性思维测验”,考察了高中生创造性思维水平的年龄特点、性别差异以及学科成绩与创造性思维水平之间的相关.结果表明:(1)从创造性思维总分上看,高中生的创造性思维水平发展比较平缓,各年级间差异不显著;其中创造性思维最重要的品质——独特性:从高一到高二年级处于较为平稳的水平,二者无显著差异;高三比高二(P<001)和高一(P<0001)有显著提高;(2)高中学生的创造性思维不存在显著的性别差异;(3)中学生语文成绩与创造性思维总得分及部分项目得分有一定相关,与创造性思维的独特性及各项目上的独特性均无显著相关.数学成绩与创造性思维的诸方面均无显著相关.     

Methods of Cheating and Deterrents to Classroom Cheating: An International Study

This study examines the methods students use to cheat on class examinations and suggests ways of deterring using an international sample from Australia, China, Ireland, and the United States. We also examine the level of cheating and reasons for cheating that prior research has highlighted as a method of demonstrating that our sample is equivalent to those in prior studies. Our results confirm the results of prior research that primarily employs students from the United States. The data indicate that actions such as having multiple versions of the examination and scrambling the questions on these versions would deter cheating. In addition, given the increased level of cheating and students' increased perception of the social acceptability of cheating in college, the data provided by our international sample also suggest that some relatively simple precautions by instructors could dramatically reduce the level of cheating on in-class examinations.     

Factor Structure of the School Reinforcement Survey Schedule: School Is More Than Grades

The School Reinforcement Survey Schedule (SRSS) was administered to 5913 4th through 12th graders as part of an evaluation component of the University of South Carolina's Institute for Families in Society's School-Based Mental Health Project. A factor analysis of SRSS responses yielded six interpretable factors. Gender differences in responses showed that girls, as opposed to boys, find a wider variety of reinforcers associated with school to be pleasurable. A significant, but small, correlation was found between grades and school reinforcement.     

What do you mean I wasn’t cheating? Testing the concept of cheating through a case of failed doping

Using a case of intended but failed doping, the author seeks to answer the question of if an agent cheated when they intended to but failed in the case of doping due to inert, counterfeit drugs. The examination looks at the case using the concept of cheating and concludes by dividing the results of cheating into primary and secondary effects.     

不同年级学生数学内隐态度的特点

采用GNAT实验范式,以小学四年级、初一和高一学生为被试,探讨了中小学生数学内隐态度的年级差异。结果发现,小四、初一和高一学生的数学内隐态度存在显著差异;男生和女生的数学内隐态度差异不显著。表明数学内隐态度存在年级差异但不存在性别差异。     

教师组织公民行为与教学效能感的关系研究

文章采用教师组织公民行为与教师教学效能感问卷,对广州市的205名初中教师进行了研究,以探讨学校等级、性别、职称、学历、教龄等背景变量对初中教师组织公民行为、教学效能感的影响,以及教师组织公民行为与教师教学效能感之间的关系。结果发现:教师组织公民行为、教学效能感在学校等级和职称上存在着显著性差异;教师组织公民行为与教师教学效能感之间存在着显著性相关,教师组织公民行为中的认同组织和良心行为因子是教师教学效能感的有效预测变量。     

Imitation Is the Sincerest Form of Cheating: The Influence of Direct Knowledge and Attitudes on Academic Dishonesty

What effect does witnessing other students cheat have on one's own cheating behavior? What roles do moral attitudes and neutralizing attitudes (justifications for behavior) play when deciding to cheat? The present research proposes a model of academic dishonesty which takes into account each of these variables. Findings from experimental (vignette) and survey methods determined that seeing others cheat increases cheating behavior by causing students to judge the behavior less morally reprehensible, not by making rationalization easier. Witnessing cheating also has unique effects, controlling for other variables.     

批评方式对初、高中学生行为改善意向的影响: 师生关系亲密度的作用

本研究探讨了批评方式对初、高中学生师生关系亲密度和行为改善意向的影响,并检验了师生关系亲密度在批评方式影响行为改善意向中的作用。研究发现,相对于结果性批评:(1)过程性批评和特质性批评均可降低初中生对师生关系亲密度的知觉,并进而削弱其行为改善意向;(2)过程性批评可提升高中生对师生关系亲密度的知觉,并进而增强其行为改善意向,但特质性批评可降低高中生对师生关系亲密度的知觉,并进而削弱其行为改善意向。这些发现不仅有助于深入理解批评方式影响学生成长的心理机制,而且对寻求针对不同学段学生不良行为的批评策略具有重要的参考意义。     

The long-term effects of ability grouping in mathematics: A national investigation

The complexities of school tracking have resulted in patchy explanations of how it might affect students’ academic success. We aim to develop a comprehensive understanding of tracking by investigating its long-term relationships with student outcomes. Our study is informed by sociological and social psychological theoretical perspectives that explain how this school practice may wield its influence. We use panel data from the National Education Longitudinal Survey (NELS:88) for a comprehensive analysis of the associations between ability grouping in the eighth grade and subsequent social psychological and academic variables in the 10th and 12th grades, respectively. By covering three waves of data that monitor the mathematics progress of middle school youngsters as they go through high school, we present the durable relationships of tracking. Our method compares students in tracked and untracked schools, and further partitions these students into high and low ability groups. Our results reaffirm that tracking has persistent instructional benefits for all students. Yet, high-achieving students who are tracked in middle school may suffer considerable losses in self-concept that subsequently depress their achievement, and mathematics course-taking. Implications are for a broad range theory of tracking and for further empirical work on the viability of heterogeneously-grouped classes.An earlier version of this paper was presented at the International Sociological Association (ISA) XV World Congress of Sociology, Brisbane, Australia, July 7th through 13th, 2002