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median value both principles and adaptability.
Scores have positively correlated with
preferring an ethical act that failed over an unethical act that succeeded
correlated with cheating.
No published research could be found that tested Schlenker’s
scale and collegiate plagiarism; the closest was a study that found the scale could predict
whether college students had cheated in high school.
The only published study testing
plagiarism and any integrity measure found a weak relationship, perhaps because the
instrument used appears to have conceptualized integrity as a binary concept rather
presume the respondent has integrity.
A second survey was created by using Schlenker’s Integrity Scale along with new
questions about what people perceive to be the main reason plagiarism occurs and
whether the offense was worthy of expulsion. The survey was distributed to students at
two major universities in the fall of 2010. Because the Integrity Scale is scored as a total,
17 surveys that left one or more of the 18 questions blank were discarded. Some 124
surveys were conducted online for extra credit while 359 were distributed on paper in
larger classes. The results between the two groups did not differ, so the responses (n =
483) were combined for analysis.
Responses to the Integrity Scale were evaluated using logistic regression and a
variable that was significant in the first study: perception that cheating was widespread
on campus. The Hosmer-Lemeshow goodness of fit test affirms the validity of the model
with a significance level above .05 (χ
= 11.86, df = 8, p = .16). As Table 2 indicates,
respondents who scored higher on the Integrity Scale were less likely to have plagiarized