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Table of Contents
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6 CHAPTER 1: Cheating Academic Integrity: Lessons from 30 Years of Research INTRODUCTION OF EACH CHAPTER CONCLUSION REFERENCES
7 CHAPTER 2: Trends in Plagiarism and Cheating Prevalence: 1990–2020 and Beyond TIME‐LAG STUDIES OF PLAGIARISM AND CHEATING TRENDS IN THE PREVALENCE OF SELF‐REPORTED COMMERCIAL CONTRACT CHEATING STUDIES OF INTERVENTION‐RELATED CHANGE IN ACADEMIC MISCONDUCT CONCLUSIONS ON TRENDS IN THE PREVALENCE OF PLAGIARISM AND CHEATING: 1990–2020 CURRENT AND FUTURE THREATS TO ACADEMIC INTEGRITY CONCLUSION REFERENCES
8 CHAPTER 3: The Past and Future of Contract Cheating BACKGROUND CONTRACT CHEATING RESEARCH FUTURE DEVELOPMENTS RECOMMENDATIONS REFERENCES NOTE
9 CHAPTER 4: Academic Motivation and Cheating: A Psychological Perspective INTRODUCTION ATTRIBUTION THEORY ACHIEVEMENT GOAL THEORY SOCIAL‐COGNITIVE THEORY SITUATED EXPECTANCY‐VALUE THEORY SELF‐DETERMINATION THEORY MOVING THE RESEARCH FORWARD IMPLICATIONS FOR PRACTICE CONCLUSION REFERENCES
10 CHAPTER 5: The Moral Puzzle of Academic Cheating: Perceptions, Evaluations, and Decisions ACADEMIC CHEATING: WHAT, WHEN, AND WHY? WHAT IS CHEATING? WHEN DOES CHEATING HAPPEN? WHY STUDY CHEATING? ITS PRACTICAL AND THEORETICAL SIGNIFICANCE PRIOR THEORETICAL APPROACHES TO CHEATING AND THE JUDGMENT‐ACTION GAP A SITUATIONAL AND MORAL‐PSYCHOLOGICAL ACCOUNT OF ACADEMIC CHEATING: PERCEPTIONS, EVALUATIONS, AND DECISIONS PERCEPTIONS: SOME ACTS OF CHEATING ARE UNINTENTIONAL EVALUATIONS: PEOPLE DEEM CHEATING ACCEPTABLE IN SOME CIRCUMSTANCES DECISIONS: UNDER CERTAIN PRESSURES, STUDENTS SOMETIMES CHEAT DESPITE JUDGING CHEATING AS WRONG CONCLUSION REFERENCES
11 CHAPTER 6: It's in the Pedagogy: Evidence‐Based Practices to Promote Academic Integrity FACTORS INFLUENCING STUDENT ENGAGEMENT IN ACADEMIC MISCONDUCT PEDAGOGICAL SOLUTIONS FOR PROMOTING INTEGRITY UTILITY AND RELEVANCE OF ASSIGNMENTS CLARITY OF EXPECTATIONS LEARNING PARTNERSHIPS LOW STAKES ASSESSMENTS WITH FEEDBACK EQUITY PEDAGOGY AS A SOLUTION TO FACTORS IMPACTING ACADEMIC MISCONDUCT CHOICES APPLYING PEDAGOGICAL SOLUTIONS: HIGH IMPACT PRACTICES PROJECT‐BASED LEARNING SERVICE‐LEARNING COURSE‐BASED UNDERGRADUATE RESEARCH EXPERIENCES (CURES) IMPLEMENTATION OF HIGH IMPACT PRACTICES (HIPS) CONCLUSION REFERENCES
12 CHAPTER 7: Beyond Doing Integrity Online: A Research Agenda for Authentic Online Education CONTEXTS AND DEFINITIONS EDUCATIONAL INTEGRITY AND ONLINE LEARNING
