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I Didn’t Have Time! A Qualitative Exploration of Misbehaviors in Academic Contexts

Abstract

Students display resistance, including academic dishonesty, at all educational levels. In the present study, we qualitatively examined the extent and incidence of academic misbehaviors by 101 US college students (Mage = 22.98 years, SD = 6.70). Using a combination of self-reported closed- and open-ended questions, we developed a multi-faceted understanding of how students perceived their own classroom misbehaviors to avoid work as being original, clever, deceptive, and unethical. Questions pertaining to possible prevention, impact on grade, and repetition of the misbehavior were also included. Further, environmental contributors of such behavior were explored, inclusive of the teacher, curriculum, larger school/institutional reasons, peers, and out-of-school issues. Thematic analyses identified distinct themes related to each factor, with poor time management emerging as a salient antecedent across factors. The present study also reviews and provides strategies to improve time management among students to mitigate future instances of academic misbehavior.

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Notes

  1. Brainy Quote—Charles Duhigg quotes, n.d.

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This work was completed when the first author was a Fulbright-Nehru Postdoctoral Fellow at the University of Connecticut.

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Correspondence to Hansika Kapoor.

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The authors declare that there are no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

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Kapoor, H., Inamdar, V. & Kaufman, J.C. I Didn’t Have Time! A Qualitative Exploration of Misbehaviors in Academic Contexts. J Acad Ethics 20, 191–208 (2022). https://doi.org/10.1007/s10805-021-09407-3

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  • DOI: https://doi.org/10.1007/s10805-021-09407-3

Keywords

  • Academic dishonesty
  • Resistance
  • Cheating
  • Time management
  • Classroom management