What motivates academic dishonesty in students? A reinforcement sensitivity theory explanation

BACKGROUND: Academic dishonesty (AD) is an increasing challenge for universities worldwide. The rise of the Internet has further increased opportunities for students to cheat. AIMS: In this study, we investigate the role of personality traits defined within Reinforcement Sensitivity Theory (RST) as potential determinants of AD. RST defines behaviour as resulting from approach (Reward Interest/reactivity, goal-drive, and Impulsivity) and avoidance (behavioural inhibition and Fight-Flight-Freeze) motivations. We further consider the role of deep, surface, or achieving study motivations in mediating/moderating the relationship between personality and AD. SAMPLE: A sample of UK undergraduates (N = 240). METHOD: All participants completed the RST Personality Questionnaire, a short-form version of the study process questionnaire and a measure of engagement in AD, its perceived prevalence, and seriousness. RESULTS: Results showed that RST traits account for additional variance in AD. Mediation analysis suggested that GDP predicted dishonesty indirectly via a surface study approach while the indirect effect via deep study processes suggested dishonesty was not likely. Likelihood of engagement in AD was positively associated with personality traits reflecting Impulsivity and Fight-Flight-Freeze behaviours. Surface study motivation moderated the Impulsivity effect and achieving motivation the FFFS effect such that cheating was even more likely when high levels of these processes were used. CONCLUSIONS: The findings suggest that motivational personality traits defined within RST can explain variance in the likelihood of engaging in dishonest academic behaviours

The Implicit Costs of Regulatory Compliance in Higher Education: A Case Study

It has been proposed that higher education is the most highly regulated sector in America (Lee, 2010). Broadly speaking, institutions are regulated by government at the federal, state, and local levels, as well as other implied sources. While sharing commonalities with other sectors, higher education institutions are differentiated by their educational mission

Chapter 1: Developing Social Empathy with Higher Education

The purposes of this chapter are to demonstrate the need for social empathy in a democratic society, identify polarization barriers, and explore how American higher education can be a leading agent for developing social empathy. The United States has seen a recent rise in political tribalism, and it now faces rising antipathy between those holding polarized perspectives. Higher education is uniquely situated to address these problems. Like a mixing bowl, college is a place where students of all backgrounds can be combined in deep discourse at a key point in their psychological development. However, higher education has struggled to fulfill its potential, as efforts toward diversity have rarely achieved their goals. Utilizing the concepts of social empathy (Segal, 2018) and honest diversity (Manji, 2019), a new approach to diversity work in higher education may hold the key to establishing the sector’s prominence in developing a society of diverse people who can function respectfully toward one another

Virtually There: Distant Freshmen Blended in Classes through Synchronous Online Education

Synchronous online education occurs when the students and faculty member are in different locations geographically and interaction occurs simultaneously through the internet at scheduled times. In this study I investigated the phenomenon of using synchronous online classes blended with a face-to-face classroom to complete the freshman year of college. The essence of the experience emerged around the concept of ambiguity, specifically in regard to group membership, functionality of technology, and place. This understanding of ambiguity provides a framework upon which to design practices for engaging such distance students and best promoting their learning

Through Army-Colored Glasses: A Layered Account of One Veteran’s Experiences in Higher Education

There is a lack of research on military veterans in higher education that captures the issues from an insider’s perspective. To that end, I sought to reflect upon my own experiences with higher education as military veteran—from a budding recruit all the way through to now being an administrator and faculty member. I utilized a layered-account autoethnographic approach (Ronai, 1995) to interrogate my multiple perspectives that developed over time on veterans’ issues in higher education. I found that the GI Bill—the modern iteration of the Serviceman’s Readjustment Act of 1944—was a powerful motivator both in starting my military career and continuing my studies; my thinking on transfer credits from the Joint Service Transcript evolved from seeing them as an entitlement to lacking rigor. I felt out of place as I left the military and attended a traditional university campus, and then I sought out the faculty members who reminded me of the no-nonsense military from which I had departed. My experiences in the military continually guided my behavior as a student and that of other student veterans I observed, thus, I recommend that institutions glean lessons from these experiences to better serve the unique demographic presented by the growing population of student veterans

Book Review: Tyranny of Metrics & Accreditation on the Edge

Review of Jerry Muller, The Tyranny of Metrics and Susan Phillips and Kevin Kinser, Accreditation on the Edg

Preface to the Special Issue: Student Affairs at the State Comprehensive University

In this special issue of Teacher-Scholar: The Journal of the State Comprehensive University, authors are encouraged to submit original manuscripts based on new data collection and/or analysis that investigate student affairs within the context of the state comprehensive university. For the purposes of this special issue, “student affairs” is defined broadly and does not exclude specific divisions of practice (ex. academic advising); rather, it may include anything that extends beyond the standard curriculum of academia in order to develop the whole student. This may even include coursework wherein it is oriented toward the student affairs mission (ex. freshman orientation taught as a for-credit curricular requirement). Submissions do not need to specifically investigate the pandemic crisis, though such submissions are welcome

International Students’ Transition to a Rural State Comprehensive University

International students face challenges as they transition to higher education in the United States. In this article, we explore that transition process when it intersects with an institution in a rural setting. We used Schlossberg’s transition theory—with a particular emphasis on the 4Ss of situation, self, support, and strategies—as the theoretical framework for this case study, and we found that the situation for international students in this transition was fraught with concurrent stressors of isolation, food, and safety. While their sense of self included a strong desire to experience United States culture and language, they struggled apart from familiar support networks, leaving them reliant upon the institution of higher education for support. When struggling through the transition process, students often used the strategies of social withdrawal and inhibition of engagement behaviors. We conclude with recommended interventions to situational stresses for rural institutions and further research opportunities

Enlargement of ribbons in zebrafish hair cells increases calcium currents, but disrupts afferent spontaneous activity and timing of stimulus onset.

In sensory hair cells of auditory and vestibular organs, the ribbon synapse is required for the precise encoding of a wide range of complex stimuli. Hair cells have a unique presynaptic structure-the synaptic ribbon-that organizes both synaptic vesicles and calcium channels at the active zone. Previous work has shown that hair-cell ribbon size is correlated with differences in postsynaptic activity. However, additional variability in postsynapse size presents a challenge to determining the specific role of ribbon size in sensory encoding. To selectively assess the impact of ribbon size on synapse function, we examined hair cells in transgenic zebrafish that have enlarged ribbons, without postsynaptic alterations. Morphologically, we found that enlarged ribbons had more associated vesicles and reduced presynaptic calcium-channel clustering. Functionally, hair cells with enlarged ribbons had larger global and ribbon-localized calcium currents. Afferent neuron recordings revealed that hair cells with enlarged ribbons resulted in reduced spontaneous spike rates. Additionally, despite larger presynaptic calcium signals, we observed fewer evoked spikes with longer latencies from stimulus onset. Taken together, our work indicates that hair-cell ribbon size influences the spontaneous spiking and the precise encoding of stimulus onset in afferent neurons.SIGNIFICANCE STATEMENTNumerous studies support that hair-cell ribbon size corresponds with functional sensitivity differences in afferent neurons and, in the case of inner hair cells of the cochlea, vulnerability to damage from noise trauma. Yet it is unclear whether ribbon size directly influences sensory encoding. Our study reveals that ribbon enlargement results in increased ribbon-localized calcium signals, yet reduces afferent spontaneous activity and disrupts the timing of stimulus onset-a distinct aspect of auditory and vestibular encoding. These observations suggest that varying ribbon size alone can influence sensory encoding, and give further insight into how hair cells transduce signals that cover a wide dynamic range of stimuli