A multidimensional scaling analysis of perceptions of academic dishonesty among learning and grade-oriented students

Academic dishonesty has remained an important and ever expanding area of research. However, as much ambiguity exists in some areas of this research, it remains imperative to continue investigating cheating behaviors. In the current study, perceptions of cheating were assessed indirectly using a multidimensional scaling analysis (MDS). Past research conducted using N OS to assess college students' cheating perceptions has found that students organize behaviors based on seriousness and type of task. However, prior research has not taken into account individual differences among students.; The individual differences examined currently pertain to students' learning and grade orientation. Learning orientation is the student's desire to be in class for the sake of learning. Grade orientation is the student's desire to be in class for the sake of getting good grades. Of the minimal research conducted linking orientation and cheating, a positive correlation has consistently been found between grade orientation and rates of cheating.; The goals of this research were to replicate prior findings and identify if differences in orientation account for differences in cheating perceptions. Tasks related to orientation and cheating were completed by 136 participants. The LOGO-II was completed to assess learning and grade orientation. Participants were then randomly assigned to complete a sorting task or rating scales, pertaining to cheating behaviors. The sorting task, the primary method to assess cheating perceptions, involved participants sorting academic behaviors into categories based on similarity. The rating scales were used to externally validate the NMS results and provide additional information regarding students' perceptions. All participants completed scales assessing their rates of cheating and their perceptions of their classmates' behaviors.; Results of the analyses replicated prior research and indicated that college students' perceptions of cheating are 2-dimensional. The first dimension, Tests vs. Papers, differentiated between behaviors based on the types of tasks being completed. The second dimension, Seriousness, differentiated between behaviors based on seriousness of violation of academic honesty. Further analyses determined that no statistically significant relationship exists between learning and grade orientation and cheating.