Evans E D, Craig D, Mietzel G
Department of Educational Psychology, University of Washington, Seattle 98195.
J Psychol. 1993 Nov;127(6):585-602. doi: 10.1080/00223980.1993.9914897.
We examined perceptions about academic cheating in comparable 11th-grade students from Costa Rica, Germany, and the United States to assess the similarities and differences associated with the different societies, with achievement status, and with gender. German students generally differed substantially from both Costa Rican and U.S. students in perceptions of the problem, critical attributes of cheating, causes of cheating, and beliefs about effective ways to control cheating in the school. We did find some important similarities across all three samples, however. Achievement and gender effects were less substantial but were uniform across the three groups.
我们研究了来自哥斯达黎加、德国和美国的十一年级学生对学术作弊的看法，以评估不同社会、学业成绩状况和性别之间的异同。在对作弊问题的看法、作弊的关键特征、作弊原因以及对学校控制作弊有效方法的信念方面，德国学生与哥斯达黎加和美国学生通常有很大差异。然而，我们确实在所有三个样本中发现了一些重要的相似之处。成绩和性别影响虽不那么显著，但在三组中是一致的。
