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Table 3 Student integrity attitudes and awareness of rules

From: The temptation to cheat in online exams: moving beyond the binary discourse of cheating and not cheating

 

Not tempted

(n = 5916)

Tempted

(n = 1379)

Cheated

(n = 216)

One-Way ANOVA

 
    

Post-hoc differences between groups

    

Not tempted - Tempted

Not tempted - Cheated

Tempted - Cheated

I believe academic integrity in exams is important (e.g. not possessing unauthorised materials such as notes, not attempting to cheat)

4.72 (0.64)

4.59 (0.73)

4.15 (0.87)

Welch's F (2, 529.91) = 57.36,

p < .001 a

**

**

**

I believe it is important that exams are supervised (online or in-person)

3.70 (1.22)

3.44 (1.20)

3.54 (1.19)

F(2, 7508) = 27.80,

p < .001 a

**

  

My university (educators or others) have explained to me the rules and consequences of cheating

4.63 (0.69)

4.55 (0.73)

4.18 (0.93)

Welch's F (2, 532.64) = 31.22,

p< .001a

**

**

**

  1. Total Sample (N = 7511). Data in the first three columns are Mean (SD). Items are rated on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree). *p < .05, **p < .001. Bold = significant p < .001.a Small effect size