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3-1. F 2.556E-02 1 2.556E-02.031 3.721E-03 1 3.721E-03.004.180 1.180.217 1158.544 1392.832 1158.805 1395 3-2. (1 ) * p<.05 F 4.888 1 4.888 1.795 13.127 1 13.127 4.820 * 4.364 1 4.364 1.603 3785.431 1390 2.723 3805.780 1393 3-3. ( ) F 30.160 1 30.160 7.422 * * 117.473 1 117.473 28.907 * * * 8.622 1 8.622 2.122 * * p<.01 * ** p<.001 5681.176 1398 4.064 5865.927 1401 7.422, p <.01; : F(1,1398)= 28.907, p <.001)., ( 3 ). 2 3 (, ( ) ), 3-3. 3-3, ( ) ( ) ( 3 )., ( : F(1, 1398) = - 624 -
/ -9.125, p <.001)., (, ),, (. -, ), ( ) 4-2. t 4-2,., ( 4-1. ), 4-1, ( ) (t(1386) = ( ) 3.086, p <.01)., (, ) ( ), (t(1378) = 4-1. t * * * (1 ) p<.001 718 1.95 1.24 662 2.74 1.93-9.125 ** * 4-2. ( ) t ( ) * * p<.01 724 6.63 1.99 664 6.30 2.03 3.086 ** - 625 -
( ),., ( ), (, ),., ( ).. (, ), ( ), 69% t ( 5). 5,. (, 1992;, ( ) 2002. 10. 15 ;, 1997. 2. 6 ; 1998., 1. 1 ;, 1995;, 1999. 6. 10 ( ) ; 2002. 5. 14 ;, 1999. 3. 31 ) ( ), ( ) (t(1387)= 7.109, p <.001).,.,, 2 3, 5. (1 ) t 536 6.91 1.85 7.109 * * * ( ) 853 6.13 2.09 ** * p<.001-626 -
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/.,. (1992)..,, (2002. 9. 1 )...,...,.,, (1994). ( ),,,,., (1995). (, 2002. 1. 21 ) (1999). ( (1996)., 2001. 5. 10 ).,. (2001)..., 5, 55-69.. (2002. 10. 15 ). 30%. (1997. 2. 6 ). 90%. (1997. 3. 1 ).. (1998. 1. 1 )..,... 11,, 51-78.., 6(2), 64-85... (1999. 6. 10 ).. (2001. 6. 26 ). S/W. (2002. 1. 21 )...... (2002. 5. 14 ). KAIST 30% (2002. 5. 21 ).. - 629 -
(2001. 5. 10 )., Murdock, T. B., Hale, N. M., & Weber, M. J.. (1999. 3. 31 ). '. Calabrese, R., & Cochran, J. T. (1990). The relationship of alienation to cheating among a sample of American adolescents. Journal of Development in Education, 23, 65-72. Research and Clark, S. J., & Desharnais R. A. (1998). Honest answer to embarrassing questions: Detecting cheating in the randomized response model. Psychological Methods, 3(2), 160-168. Davis, S. F., Grover, C. A., Becker, A. H., & McGregor, L. N. (1992). Academic dishonesty: Prevalence, determinants, techniques, and punishments. Teaching of Psychology, 19(1), 16-20. Houston, J. P. (1983). College classroom cheating, threat, sex and prior performance. College Student Journal, 17, 229-235. McCabe, D. L. (1992). The influence of situational ethics on cheating among college students. Sociological Inquiry, 62(3), 140-144. (2001). Predictors of cheating among early adolescents: Academic and social motivation. Contemporary Educational Psychology, 26, 96-115. Newstead, S. E., Franklyn-Stokes, A., & Armstead, P. (1996). Individual differences in students cheating. Journal of Educational Psychology, 88(2), 229-241. Schab, F. (1980a). Cheating in high school: Differences between the sexes(revisited). Adolescence, 60, 959-965. Schab, F. (1980b). Cheating among college and non-college bound pupils, 1969-1979. Clearing House, 53, 379-380. Schab, F. (1991). Schooling without learning: Thirty years of cheating in high school. Adolescence, 26, 839-847. : 2003. 3. 31 : 2003. 6. 30 : 2003. 9. 5-630 -
The Korean Journal of Counseling and Psychotherapy 2003. Vol. 15, No. 3, 615-631 The Relationships Among Undergraduates' Perception and Behavior of Cheating in Examinations and Their Academic Achievement Don-Kyou Yang Semyung University This study examined the relationships among undergraduates' perception and behavior of cheating in examinations and their academic achievement. Subjects in this study consisted of 1,410 undergraduates who are attending the second and third grade of one university in Chungbuk. They were asked to rate the questionnaires concerning perception and behavior of cheating in examinations and their academic achievement. Statistical procedures were frequencies, correlation analysis, t-test, and two-way ANOVA. The results were as follows: (1) The results showed that undergraduates' cheating in examinations was wide spread. (2) There were positively significant correlations between perception and behavior of cheating in examinations. But there were negatively significant correlations between perception of cheating in examinations and academic achievement, and between behavior of cheating in examinations and academic achievement. (3) There was not difference in the level of behavior of cheating in examinations by grades, but there was difference in the level of behavior of cheating in examinations by sexes. That is, the level of behavior of cheating in examinations was higher in the male undergraduates than the female undergraduates. (4) The level of academic achievement was higher in the undergraduates of nonexistence of cheating in examinations than the undergraduates of existence of cheating in examinations. The implications and limitations of these findings were discussed and directions for future studies were also proposed. Key Words : perception of cheating, cheating in examination, academic achievement - 631 -