Alle Publikationen
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2016
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(2016): Use of the Social Cognitive Theory to Frame University Students’ Perceptions of Cheating. In: Journal of Academic Ethics 14 (1), S. 49-69. DOI: 10.1007/s10805-015-9252-4
Abstract: The purpose of this qualitative study was to examine the perceptions related to ethics and cheating among a representative sample of primarily female undergraduate students, compared to trends reported in the literature. Focus groups were organized to discuss nine scripted questions. Transcripts and audiotapes were analyzed and four main themes emerged: demographics of those who cheat, students' perceptions of cheating, the role of technology in cheating, and consequences of cheating, including students' attitudes and behaviors related to reporting cheating incidents. Bandura's Social Cognitive Theory (SCT) served as the theoretical framework to understand students' varying perceptions of and justification for cheating, as well as the dynamics of honor code violations, via group discussion. Viewpoints on cheating were regularly discussed and contradictory views were identified related to frequency and justification for cheating. Utilizing the constant comparative method, students mentioned time limitations, and pressure from peers, parents, and professors as reasons to cheat. They also discussed pressures to achieve high grades for acceptance into graduate programs. Students were also reluctant to report their classmates for cheating incidents. Repeated and comprehensive education on ethical behavior is warranted.
1984
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(1984): SOCIAL LEARNING VERSUS ATTRIBUTIONAL INTERPRETATIONS. THE EFFECT OF TASK FAMILIARITY ON TASK PERFORMANCE PERCEPTIONS AND FUTURE SUCCESS EXPECTANCIES. In: Social Behavior and Personality: an international journal 12 (1), S. 75-83. DOI: 10.2224/sbp.1984.12.1.75
Abstract: Social learning theory (Rotter, 1954, 1966. 1975) predicts that generalized locus of control influences how expectancies for future success result from success or failure at performing a task. However, a study by Weiner et al. (1976) has cast serious doubt on the social learning model of expectancy formation by supporting the attributional (Heider, 1958; Weiner et al., 1971) interpretation of the same phenomena as a function of the stability of causal attributions. Unfortunately, Weiner et al's (1976) findings are suspect due to several problems with their methodology. The present study was designed to correct for these problems. Partial support was found for elements of both the social learning and attributional theories. Specifically, social learning theory best accounted for the effects of task familiarity on changes in expectancies, while attributional theory provided the best description of the types of information that are involved in the initial formation of expectancies.
1982
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(1982): Moral Cognition, Behaviorism, and Social Learning Theory. In: Ethics 92 (3), S. 459-467. DOI: 10.1086/292355
Abstract: Dennis Krebs, a social psychologist, and Thomas Wren, a moral philosopher, have provided critiques of the social learning theory (SLT) approach to morality. Kreb's perspective derives from cognitive-developmental theory (CDT) which he views as the main alternative to SLT, whereas Wren's is "somewhat more psychodynamic than Harré's and yet more socially interactive than Freud`s." Krebs and Wren make numerous specific criticisms (Krebs of particulars of my own earlier article on alruism; Wren of the different SLT approaches), and both offer alternative suggestions for future directions (Krebs of the importance of intentional reasoning preparatory to behaving; Wren of a hierarchical system in which an executive agency mediates affectice structures).
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