Psychology Coursework: Academic Dishonesty Study Analysis Task

This assignment provides a detailed analysis of a research article focusing on academic dishonesty among students. It includes the APA style reference for the article by Engler and Landau (2011) and summarizes the existing knowledge, purpose, and hypothesis of the study. The analysis identifies the participants and procedures used to test the hypothesis, discusses whether the results supported the hypothesis, and explores the implications for future studies. The assignment highlights the influence of peer groups and information sources on students' decisions to engage in dishonest academic practices, such as plagiarism and cheating. It concludes by suggesting future research directions aimed at reducing academic dishonesty and promoting ethical behavior. Desklib provides access to similar assignments and study resources for students.

Running head: PSYCHOLOGY
PSYCHOLOGY
Name of the Student
Name of the University
Author Note

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Table of Contents
Question 1......................................................................................................................2
Question 2......................................................................................................................2
Question 3......................................................................................................................2
Question 4......................................................................................................................3
Question 5......................................................................................................................3
Question 6......................................................................................................................4
References......................................................................................................................5

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Question 1
Write the reference for this article in APA style
Engler, J. N., & Landau, J. D. (2011). Source is important when developing a social norms
campaign to combat academic dishonesty. Teaching of Psychology, 38(1), 46-48.
Question 2
According to the Introduction, what information was already known about the topic (look
for references to previous research)?
The previous studies suggested that the students majorly engaged in the academic
dishonesty in the situations wherein they find their peers engaging themselves in the similar
activities. However, the studies explain that the concerned students engaged in the activities
of the academic dishonesty on the basis of the perception that the members of the concerned
peer group has also been practicing the similar activities in the field of academics. The
students are generally observed to believe in the fact that the peers of the concerned student
have also been using the dishonest methods to gain higher marks against the various
assignments and the exams that they are needed to take within the given course materials
(Engler & Landau, 2011). The students many a times are observed to believe in the fact that
they might be awarded lesser marks if they do not use the dishonest measures in the
completion of the given assignment.
Question 3
What was the purpose and the hypothesis of the study?
The purpose of the study was to investigate on the matters related to the ways in
which the diversification of the various sources of information had an effect on the estimation
of the students on the matters that pertain to the dishonesty in the academic fields. The study

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attempted to look into the matters relating to the views shared by the students on the matters
discussing the dishonest activities that have been taking place on the academic grounds
(Engler & Landau, 2011). The study also tends to look into the matters that are related to the
factors that influence the social behaviour of the given student. The social behaviour is also
dependent on the matters that have been pertaining to the viewpoints that are put forth by the
students in order to justify or continue the several social practices that they are involved in.
The study attempts to put forth the hypotheses on the fact that the peer group influences the
implementation as well as the incorporation of the decisions that are taken by the concerned
individual.
Question 4
Who were the participants in the study and what procedures were used to test the
hypothesis?
The study involved the contribution of one hundred and twenty seven students who
had been studying at the undergraduate levels at the concerned educational institution. The
participants majorly belonged to the group of students who were observed to have taken the
enrolment in the courses of psychology. The participants of the study were majorly the
students who have been present in their sophomore years. The study also included the
students who had been undertaking the courses in the senior and the junior years (Engler &
Landau, 2011). The data collected for the study also included the survey methods for the
completion of the given study.
Question 5
Did the results support the hypothesis? Explain.
The results stated that the concerned students aimed to resort to the dishonest means
when the source material is provided by the concerned professor. The results of the study

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further state that the various dishonest means like the plagiarism, cheating and other such
methods are observed to be lesser in the cases wherein the concerned source is produced by a
fellow student (Engler & Landau, 2011). The results might thus be said to be in support of the
concerned hypothesis.
Question 6
What implications are there for future studies?
The study discusses that the future studies should concentrate on the ways that might
be used to bring about a decrease in the usage of the various dishonest means in the field of
academics (Engler & Landau, 2011). The study also implies that the measures should also be
adopted in order to lower the rates of the various abusive activities that are undertaken by the
students. The study further suggests the implementation of the social norms in the addressal
of the academic dishonesty.

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References
Engler, J. N., & Landau, J. D. (2011). Source is important when developing a social norms
campaign to combat academic dishonesty. Teaching of Psychology, 38(1), 46-48.