The "Social" Side of Social Context. Interpersonal and Affiliative Dimensions of Students' Experiences and Academic Dishonesty.
Abstract
This chapter addresses particular the subset of social context variables-those that relate to the interpersonal and affiliative dimensions of students' perceptions and experiences in educational settings. One approach refers to the understanding that schools, universities, and colleges are institutions that exist within and reflect the larger society, and that have established organizational structures, procedures, and norms. This definition of social as related to society includes the study of objective behavioral rules and expectations in an institution. In relation to academic dishonesty, such studies consider cheating as deviance, as violation of a societal norm. Another approach refers to the interpersonal relationships that persons within an educational setting may develop with one another, and the perceptions, values, and obligations that come with those relationships. This definition of social as interpersonal includes the study of teacher-student relationships and peer relationships among students. In relation to academic dishonesty, such studies examine associations between qualitatively different interpersonal relationships and perceived relationships and students' cheating-related attitudes and behaviors. © 2007 Elsevier Inc. All rights reserved.
Publication Title
Psychology of Academic Cheating
Recommended Citation
Anderman, L., Freeman, T., & Mueller, C. (2007). The "Social" Side of Social Context. Interpersonal and Affiliative Dimensions of Students' Experiences and Academic Dishonesty.. Psychology of Academic Cheating, 203-228. https://doi.org/10.1016/B978-012372541-7/50013-9
