【摘要】：學(xué)業(yè)欺騙行為在高校中是比較常見的一種不道德行為,已有研究證明了道德規(guī)范能夠影響學(xué)業(yè)欺騙行為的發(fā)生頻率,但道德規(guī)范如何影響學(xué)業(yè)欺騙行為還存在爭議。本研究考察道德判斷能力、道德自我認(rèn)同與學(xué)業(yè)欺騙行為的關(guān)系,來探究道德規(guī)范如何影響學(xué)業(yè)欺騙行為。 研究主要采用問卷法,本研究采用了三個問卷,分別是《學(xué)業(yè)欺騙行為測量問卷》、《道德判斷能力測驗問卷修訂版》和《道德自我認(rèn)同測量問卷修訂版》,選取了四川師范大學(xué)、成都大學(xué)、西華大學(xué)、四川師范大學(xué)文理學(xué)院四所高校大二到大四共計782名大學(xué)生進(jìn)行調(diào)查與分析,證明了道德判斷和道德自我認(rèn)同對學(xué)業(yè)欺騙行為有顯著的交互作用。通過數(shù)據(jù)分析,研究結(jié)果如下： 1.大學(xué)生道德判斷能力的性別差異顯著,而且男生的道德判斷能力比女生要強(qiáng)。大學(xué)生學(xué)業(yè)欺騙行為的年級差異顯著,而且大學(xué)二年級、大學(xué)四年級的道德判斷能力顯著大于大學(xué)三年級的。 2.大學(xué)生具有穩(wěn)定的道德自我認(rèn)同。大學(xué)生道德自我認(rèn)同的性別差異不顯著,男女的道德自我認(rèn)同均達(dá)到了一個比較穩(wěn)定的狀態(tài)。大學(xué)生道德自我認(rèn)同的年級差異顯著,而且其中大學(xué)二年級與大學(xué)四年級的道德自我認(rèn)同顯著大于大學(xué)三年級的。 3.大學(xué)生高達(dá)94.3%的被試報告其在上一學(xué)年中出現(xiàn)過不同程度的學(xué)業(yè)欺騙行為。大學(xué)生學(xué)業(yè)欺騙行為的性別差異顯著,而且女生的學(xué)業(yè)欺騙行為的頻率顯著小于男生的。大學(xué)生學(xué)業(yè)欺騙行為的年級差異顯著,而且大學(xué)四年級與大學(xué)三年級的學(xué)業(yè)欺騙行為的頻率顯著大于大學(xué)二年級的,大學(xué)四年級的學(xué)業(yè)欺騙行為的頻率顯著大于大學(xué)三年級的。 4.道德判斷和道德自我認(rèn)同的顯著正相關(guān),r=31；道德判斷能力與學(xué)業(yè)欺騙行為顯著負(fù)相關(guān),r=-.32；道德自我認(rèn)同與學(xué)業(yè)欺騙行為顯著負(fù)相關(guān),r=-.30；道德判斷能力與道德自我認(rèn)同對學(xué)業(yè)欺騙行為具有顯著的交互作用。 5.通過回歸分析,得到回歸方程：道德自我認(rèn)同=.31×道德判斷能力；學(xué)業(yè)欺騙行為=-.32×道德判斷能力；學(xué)業(yè)欺騙行為=.30×道德自我認(rèn)同；學(xué)業(yè)欺騙行為=-.25×道德判斷能力-.22x道德自我認(rèn)同。
[Abstract]:Academic cheating is a common kind of immoral behavior in colleges and universities. It has been proved that moral norms can affect the frequency of academic cheating behavior, but there is still controversy about how moral norms affect academic deceptive behavior. This study examines the relationship between moral judgment, moral self-identity and academic cheating to explore how ethical norms affect academic cheating. In this study, three questionnaires were used, namely the academic cheating behavior questionnaire, the revised moral judgment Test questionnaire, and the revised moral Self-identity questionnaire. A total of 782 sophomores from Sichuan normal University, Chengdu University, Xihua University, Sichuan normal University and four colleges of arts and science of Sichuan normal University were selected for investigation and analysis. It is proved that moral judgment and moral self-identity play a significant role in academic cheating. Through data analysis, the results are as follows: 1. The gender difference of moral judgment ability of college students is significant, and the moral judgment ability of male students is stronger than that of female students. The difference of academic cheating behavior is significant, and the moral judgment ability of the sophomore and the senior grade is significantly higher than that of the third year. 2. College students have stable moral self-identity. The gender difference of moral self-identity of college students is not significant, and the moral self-identity of both men and women has reached a relatively stable state. There are significant differences in the grade of moral self-identity among the college students, and the moral self-identity of the sophomore and the fourth grade is significantly higher than that of the third year. 3. As many as 94.3% of college students reported that they had some degree of academic cheating in the last academic year. The gender difference of academic cheating behavior was significant, and the frequency of academic cheating behavior of female students was significantly lower than that of male students. The frequency of academic cheating behavior in the fourth year and the third grade is significantly higher than that in the second year, and the frequency of the academic cheating behavior in the fourth grade is significantly higher than that in the third year. 4. The positive correlation between moral judgment and moral self-identity was significant (r = 31); moral judgment ability was negatively correlated with academic cheating behavior, r ~ (-.32); moral self-identity was negatively correlated with academic cheating behavior, r ~ (-.30); Moral judgment and moral self-identity play a significant role in academic cheating. 5. Through regression analysis, the regression equations were obtained: moral self-identification = .31 脳 moral judgment ability, academic cheating behavior = -.32 脳 moral judgment ability, academic deceptive behavior = .30 脳 moral self-identity; Academic cheating = -. 25 脳 moral judgment -. 22x moral self-identification.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G641

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