Dissertation/Thesis Abstract

The Relationship between Cognitive Moral Development and Attitudes toward Academic Cheating of Armenian High School Students at an Armenian Private School in Southern California
by Hartounian, Paramsten, Ed.D., Pepperdine University, 2018, 148; 10837126
Abstract (Summary)

Over the past fifty years, cheating among high school students increased substantially and affected the morale of students (Simha, Armstrong, & Albert, 2012). According to a nationally representative survey of 36,000 U.S. adolescents, some 60% of high school students confessed to cheating on a test during the previous school year, and that the behavior among these students had spiked over the past 50 years (Murdock, Beauchamp, & Hinton, 2008). Armenian high school students agree that cheating is morally wrong; however, their actions do not reflect this belief (Bowers, 1964; McCabe & Trevino, 1996; Semerci, 2006). The study aims to address gaps in the literature by using Kohlberg’s (1958) theory of moral development (as cited in Hannah, Lester, & Lester, 2005) to examine how academic dishonesty, such as cheating, is associated with the moral development level of Armenian private high school students in Southern California, and the extent to which, if at all, this relationship is moderated by the degree of students’ performance orientation. No prior research is known to have been done with this specific cultural group in a high school setting.

Indexing (document details)
Advisor: Leigh, Doug
Commitee: Arslanian, Lisa, Purrington, Linda
School: Pepperdine University
Department: Education
School Location: United States -- California
Source: DAI-A 79/11(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Educational administration, Education, Educational psychology, Secondary education
Keywords: Academic cheating, Armenian high school students, Armenian private school, Cognitive moral development, Southern California
Publication Number: 10837126
ISBN: 9780438129665
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