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Academic dishonesty among Hong Kong secondary school students: application of theory of planned behaviour
Kam,Chester Chun Seng1; Hue,Ming Tak2; Cheung,Hoi Yan1
2018-08-09
Source PublicationEducational Psychology
ISSN14695820 01443410
Volume38Issue:7Pages:945-963
AbstractThe theory of planned behaviour was used to examine academic dishonesty among secondary school students in Hong Kong. Participants were 386 students in Forms 1–3 (Grades 7–9). Attitudes toward cheating, perceived behavioural control, and moral obligation were positively related to the intention to cheat, but only the subjective norm against cheating was significantly related to self-reported cheating behaviour. The subjective norm was both a predictor of self-reported cheating and a moderator of the relationship between the intention to cheat and self-reported cheating: the intention predicted the behaviour only when the subjective norm against cheating was perceived to be weak.
KeywordAcademic dishonesty secondary school students theory of planned behaviour
DOI10.1080/01443410.2018.1454588
URLView the original
Language英语
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Document TypeJournal article
CollectionUniversity of Macau
Corresponding AuthorKam,Chester Chun Seng
Affiliation1.Faculty of Education,The University of Macau,,Taipa,Macao
2.Department of Special Education and Counselling,The Education University of Hong Kong,,Hong Kong
First Author AffilicationFaculty of Education
Corresponding Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Kam,Chester Chun Seng,Hue,Ming Tak,Cheung,Hoi Yan. Academic dishonesty among Hong Kong secondary school students: application of theory of planned behaviour[J]. Educational Psychology,2018,38(7):945-963.
APA Kam,Chester Chun Seng,Hue,Ming Tak,&Cheung,Hoi Yan.(2018).Academic dishonesty among Hong Kong secondary school students: application of theory of planned behaviour.Educational Psychology,38(7),945-963.
MLA Kam,Chester Chun Seng,et al."Academic dishonesty among Hong Kong secondary school students: application of theory of planned behaviour".Educational Psychology 38.7(2018):945-963.
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