Scholastic Cheating and Dark Triad Traits
Research Questions
1. Are students with dark triad traits more likely to cheat at college?
2. What are the organizational conditions that influence cheating at college?
Hypotheses
• H1a Students scoring high in psychopathy are more likely to cut corners at college depending on their perceptions about the organizational support they receive.
• H1b Students scoring high in narcissism are more likely to cut corners at college depending on their perceptions about the organizational support they receive.
• H1c Students scoring high machiavellianism are more likely to cut corners at college depending on their perceptions about the organizational support they receive.
H2a Students scoring high in psychopathy …show more content…
Sample
Participants were solicited from two universities in western Turkey among a variety of majors. Participation was completely voluntary under researcher supervision at the time of the weekly lecture in the classroom. Students are assured about their privacy and warned against printing any identifiable information to the surveys. They are told that the study is about measuring personality variables and how they feel about their school. There was no funding and there were no incentives provided to participants in any form. In total 582 surveys were distributed and 553 returned.
The researcher was present in the classroom for the administration of the pen and paper surveys. This process was repeated two times for each major and each year of students in order to reach the full attendance and the data collection took about 8 weeks to complete.
Stopping rule
The participation could be increased with another round of visits. However, this would take too much time and effort for only a limited number of extra participants. In addition, the Spring term concluded thus it will require waiting for next term to recruit …show more content…
Participants were asked about their agreement with statements such as: “I tend to lack remorse” (i.e., psychopathy), “I have used deceit or lied to get my way” (i.e., Machiavellianism), and “I tend to want others to admire me” (i.e., narcissism). Perceived Organizational Support was measured with the items from Eisenberger et al. (1986). A sample item was “This organization really cares about my well-being”. Perceptions of Organizational Politics were assessed with the items from (Nye & Witt, 1993). An example statement was “one group always gets their way”. Complexity was measured with the items from Cammann, Fichman, Jenkins, and Klesh (1983). Participants responded to items such as “My job is such that it takes a long time to learn the skills required to do the job well”. “Cutting Corners” was assessed with 8 items from Jonason & O’Connor. Participants responded to items such as “I am more concerned with the finished product than all the little steps”. For exploratory purposes, the survey also measured Boredom and “Feedback Seeking Behavior” using Dutch Boredom Scale (Reijseger et al., 2012) and 3 items from Krasman, (2009). All verbal expressions in the scales are adapted to fit the college environment. Measurements are going to be combined into summative scales using the arithmetic means of
Research Questions
1. Are students with dark triad traits more likely to cheat at college?
2. What are the organizational conditions that influence cheating at college?
Hypotheses
• H1a Students scoring high in psychopathy are more likely to cut corners at college depending on their perceptions about the organizational support they receive.
• H1b Students scoring high in narcissism are more likely to cut corners at college depending on their perceptions about the organizational support they receive.
• H1c Students scoring high machiavellianism are more likely to cut corners at college depending on their perceptions about the organizational support they receive.
H2a Students scoring high in psychopathy …show more content…
Sample
Participants were solicited from two universities in western Turkey among a variety of majors. Participation was completely voluntary under researcher supervision at the time of the weekly lecture in the classroom. Students are assured about their privacy and warned against printing any identifiable information to the surveys. They are told that the study is about measuring personality variables and how they feel about their school. There was no funding and there were no incentives provided to participants in any form. In total 582 surveys were distributed and 553 returned.
The researcher was present in the classroom for the administration of the pen and paper surveys. This process was repeated two times for each major and each year of students in order to reach the full attendance and the data collection took about 8 weeks to complete.
Stopping rule
The participation could be increased with another round of visits. However, this would take too much time and effort for only a limited number of extra participants. In addition, the Spring term concluded thus it will require waiting for next term to recruit …show more content…
Participants were asked about their agreement with statements such as: “I tend to lack remorse” (i.e., psychopathy), “I have used deceit or lied to get my way” (i.e., Machiavellianism), and “I tend to want others to admire me” (i.e., narcissism). Perceived Organizational Support was measured with the items from Eisenberger et al. (1986). A sample item was “This organization really cares about my well-being”. Perceptions of Organizational Politics were assessed with the items from (Nye & Witt, 1993). An example statement was “one group always gets their way”. Complexity was measured with the items from Cammann, Fichman, Jenkins, and Klesh (1983). Participants responded to items such as “My job is such that it takes a long time to learn the skills required to do the job well”. “Cutting Corners” was assessed with 8 items from Jonason & O’Connor. Participants responded to items such as “I am more concerned with the finished product than all the little steps”. For exploratory purposes, the survey also measured Boredom and “Feedback Seeking Behavior” using Dutch Boredom Scale (Reijseger et al., 2012) and 3 items from Krasman, (2009). All verbal expressions in the scales are adapted to fit the college environment. Measurements are going to be combined into summative scales using the arithmetic means of