Justiça e desonestidade acadêmica: um estudo com estudantes do curso de ciências contábeis
DOI:
https://doi.org/10.5007/2175-8069.2020v17n44p71Resumo
O propósito deste estudo foi analisar a relação entre a percepção de justiça no ambiente acadêmico e a desonestidade acadêmica de estudantes de graduação em Ciências Contábeis. A classroom justice, ou justiça acadêmica, refere-se à avaliação justa dos resultados e processos no ambiente acadêmico. É comumente segregada em três dimensões: distributiva, processual e interacional. A amostra da pesquisa foi composta por 451 graduandos de Ciências Contábeis e os achados mostram que as três dimensões de justiça acadêmica possuem significância estatística, exercendo influência sobre a desonestidade acadêmica. Quando os discentes percebem injustiça distributiva, processual e interacional, tendem, em média, a praticar atitudes desonestas. Os resultados sugerem que a desonestidade acadêmica pode ser uma maneira de os discentes compensarem a injustiça percebida no ambiente educacional. Dessa forma, na presença de injustiça, a desonestidade tende a ser manifestada, podendo ser uma forma de o aluno atenuar a injustiça distributiva, processual e interacional.
Referências
ALLEN, J.; FULLER, D.; LUCKETT, M. Academic integrity: Behaviors, rates, and attitudes of business students toward cheating. Journal of Marketing Education, v. 20. n. 1, p. 41-52, 1998. https://doi.org/10.1177/027347539802000106
ALTAHAYNEH, Z. L.; KHASAWNEH, A.; ABEDALHAFIZ, A. Relationship between organizational justice and job satisfaction as perceived by Jordanian physical education teachers. Asian Social Science, v. 10, n. 4, p. 131, 2014. https://doi.org/10.5539/ass.v10n4p131
ARHIN, A. O.; JONES, K. A. A multidiscipline exploration of college students’ perceptions of academic dishonesty: Are nursing students different from other college students? Nurse education today, v. 29, n. 7, p. 710-714, 2009. https://doi.org/10.1016/j.nedt.2009.03.001
AVELINO, B. C. Olhando-se no Espelho: uma Investigação sobre o Narcisismo no Ambiente Acadêmico. Tese de Doutorado, Departamento de Contabilidade e Atuária, Faculdade de Economia, Administração e Contabilidade, Universidade de São Paulo, São Paulo, 2017.
BARSKY, A.; KAPLAN, S. A. If you feel bad, it's unfair: A quantitative synthesis of affect and organizational justice perceptions. Journal of applied psychology, v. 92, n. 1, p.286, 2007. https://doi.org/10.1037/0021-9010.92.1.286
BERTI, C.; MOLINARI, L.; SPELTINI, G. Classroom justice and psychological engagement: Students ‟and teachers representations”. Social psychology of education, v. 13, n. 4, p. 541-556, 2010. https://doi.org/10.1007/s11218-010-9128-9
BOLIN, A. U. Self-control, perceived opportunity, and attitudes as predictors of academic dishonesty. The Journal of Psychology, v. 138, n. 2, p. 101-114, 2004. https://doi.org/10.3200/JRLP.138.2.101-114
ÇAGLAR, Ç. The Relationship between the Perceptions of the Fairness of the Learning Environment and the Level of Alienation. Eurasian Journal of Educational Research, v. 50, p. 185-206, 2013.
CARPENTER, D. D.; HARDING, T. S.; FINELLI, C. J.; MONTGOMERY, S. M.; PASSOW, H. J. Engineering students' perceptions of and attitudes towards cheating. Journal of Engineering Education, v. 95, n. 3, p. 181-194, 2006. https://doi.org/10.1002/j.2168-9830.2006.tb00891.x
CHAPMAN, K. J.; LUPTON, R. A. Academic dishonesty in a global educational market: A comparison of Hong Kong and American university business students. International Journal of Educational Management, v. 18, n. 7, p. 425-435, 2004. https://doi.org/10.1108/09513540410563130
CHORY, R. M. Enhancing Student Perceptions of Fairness: The Relationship Between Instructor Credibility and Classroom Justice. Communication Education, v. 56, n. 1, p. 89–105, 2007. https://doi.org/10.1080/03634520600994300
CHORY, R. M.; HORAN, S. M.; HOUSER, M. L. Justice in the higher education classroom: Students’ perceptions of unfairness and responses to instructors. Innovative Higher Education, v. 42, n. 4, p. 321-336, 2017. https://doi.org/10.1007/s10755-017-9388-9
CHORY-ASSAD, R. M. Classroom Justice: Perceptions of Fairness as a Predictor of Student Motivation, Learning, and Aggression. Communication Quarterly, v. 50, n. 1, p. 58–77, 2002. https://doi.org/10.1080/01463370209385646
CHORY‐ASSAD, R. M.; PAULSEL, M. L. Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression. Communication Quarterly, v. 52, n. 2, p. 98-114, 2004a. https://doi.org/10.1080/01463370409370184
CHORY‐ASSAD, R. M.; PAULSEL, M. L. Classroom justice: Student aggression and resistance as reactions to perceived unfairness. Communication Education, v. 53, n. 3, p. 253-273, 2004b. https://doi.org/10.1080/0363452042000265189
COLNERUD, G.; ROSANDER, M. Academic dishonesty, ethical norms and learning. Assessment & Evaluation in Higher Education, v. 34, n. 5, p. 505-517, 2009. https://doi.org/10.1080/02602930802155263
COSTA, K. L. C. E. Influência do desempenho acadêmico na percepção de justiça no ambiente de aprendizagem: um estudo com alunos do curso de ciências contábeis em universidades federais mineiras. Dissertação (Mestrado em Ciências Contábeis). Universidade Federal de Minas Gerais, Belo Horizonte, Minas Gerais, 2017.
CROPANZANO, R.; GREENBERG, J. Progress in organizational justice: Tunelling through the maze. In: COOPER, C. L.; ROBERTSON, I. T. (Orgs.), International Review of Industrial and Organizational Psychology. New York: Wiley & Sons., p. 317-372, 1997
CROPANZANO, R.; BOWEN, D. E.; GILLILAND, S. W. The management of organizational justice. Academy of Management Perspectives, v. 21, n. 4, p. 34–48, 2007.
CROPANZANO, R.; BYRNE, Z. S.; BOBOCEL, D. R.; RUPP, D. E. Moral virtues, fairness heuristics, social entities, and other denizens of organizational justice. Journal of Vocational behavior, v. 58, n. 2, p. 164-209, 2001. https://doi.org/10.1006/jvbe.2001.1791
DALBERT, C. The implications and functions of just and unjust experiences in school. The justice motive in adolescence and young adulthood: Origins and consequences, p. 117-134, 2004. https://doi.org/10.4324/9780203575802
DECONINCK, J. B. The Effect of Organizational Justice, Perceived Organizational Support, and Perceived Supervisor Support on Marketing Employees` Level of Trust. Journal of Business Research, v. 63, p. 1349-1355, 2010. https://doi.org/10.1016/j.jbusres.2010.01.003
DONAT, M.; DALBERT, C.; KAMBLE, S. V. Adolescents’ cheating and delinquent behavior from a justice-psychological perspective: The role of teacher justice. European Journal of Psychology of Education, v. 29, n. 4, p. 635-651, 2014. https://doi.org/10.1007/s10212-014-0218-5
ERIKSSON, L.; MCGEE, T. R. Academic dishonesty amongst Australian criminal justice and policing university students: individual and contextual factors. International Journal for Educational Integrity, v. 11, n. 1, p. 5, 2015. https://doi.org/10.1007/s40979-015-0005-3
FINN, K. V.; FRONE, M. R. Academic performance and cheating: Moderating role of school identification and self-efficacy. The Journal of Educational Research, v. 97, n. 3, p. 115-121, 2004. https://doi.org/10.3200/JOER.97.3.115-121
GORARD, S. Experiencing fairness at school: An international study. International Journal of Educational Research, v. 53, p. 127-137, 2012. https://doi.org/10.1016/j.ijer.2012.03.003
HAIR, J.; BABIN, B.; MONEY, A.; SAMOUEL, P. Fundamentos de métodos de pesquisa em administração. Bookman Companhia, 2005.
HARDING, T. S.; CARPENTER, D. D.; FINELLI, C. J.; PASSOW, H. J. The influence of academic dishonesty on ethical decision making in the workplace: A study of engineering students. Proceedings of the ASEE Annual Conference and Exposition, Salt Lake City, UT, 2004.
HORAN, S. M.; CHORY, R. M.; GOODBOY, A. K.. Understanding students' classroom justice experiences and responses. Communication Education, v. 59, n. 4, p. 453-474. 2010. https://doi.org/10.1080/03634523.2010.487282
IYER, R.; EASTMAN, J. K. Academic dishonesty: Are business students different from other college students?. Journal of Education for Business, v. 82, n. 2, p. 101-110, 2006. https://doi.org/10.3200/JOEB.82.2.101-110
JEON, J. H. The impact of organizational justice and job security on organizational commitment exploring the mediating effect of trust in top management. Unpublished doctoral dissertation, The University of Minnesota, 2009.
KARIM, F.; REHMAN, O. Impact of job satisfaction, perceived organizational justice and employee empowerment on organizational commitment in semi-government organizations of Pakistan. Journal of Business Studies Quarterly, v. 3, n. 4, p. 92, 2012.
KLENDAUER, R.; DELLER, J. Organizational justice and managerial commitment in corporate mergers. Journal of Managerial Psychology, v. 24, n. 1, p. 29-45, 2009. https://doi.org/10.1108/02683940910922528
KONOVSKY, M. A. Understanding procedural justice and its impact on business organizations. Journal of Management, v. 26, n. 3, p. 489-511, 2000. https://doi.org/10.1177/014920630002600306
KURA, K. M.; SHAMSUDIN, F.; CHAUHAN, A. Effects of honor codes and classroom justice on students’ deviant behavior. Procedia-Social and Behavioral Sciences, v. 112, p. 77-86, 2014. https://doi.org/10.1016/j.sbspro.2014.01.1141
LAMBERT, E. G.; HOGAN, N. L.; BARTON, S. M. Collegiate academic dishonesty revisited: What have they done, how often have they done it, who does it, and why did they do it. Electronic Journal of Sociology, v. 7, n. 4, p. 1-27, 2003.
LIN, C. H. S.; WEN, L. Y. M. Academic dishonesty in higher education—a nationwide study in Taiwan. Higher Education, v. 54, n. 1, p. 85-97, 2007. https://doi.org/10.1007/s10734-006-9047-z
MALIK, M. E.; NAEEM, B. Impact of perceived organizational justice on organizational commitment of faculty: Empirical evidence from Pakistan. Interdisciplinary Journal of Research in Business, v. 1, n. 9, p. 92-98, 2011.
MCCABE, D. L.; TREVIÑO, L. K.. Academic dishonesty: Honor codes and other contextual influences. The Journal of Higher Education, v. 64, n. 5, p. 522-538, 1993. https://doi.org/10.1080/00221546.1993.11778446
MCCABE, D. L.; TREVIÑO, L. K. Individual and contextual influences on academic dishonesty: A multicampus investigation. Research in Higher Education, v. 38, n. 3, p. 379- 396, 1997. https://doi.org/10.1023/A:1024954224675
MILLER, A. D.; MURDOCK, T. B.; GROTEWIEL, M. M. Addressing Academic Dishonesty Among the Highest Achievers. Theory Into Practice, v. 56, n. 2, p. 121-128, 2017. https://doi.org/10.1080/00405841.2017.1283574
MINARCIK, J.; BRIDGES, A. J. Psychology graduate students weigh in: Qualitative analysis of academic dishonesty and suggestion prevention strategies. Journal of Academic Ethics, v. 13, n. 2, p. 197-216, 2015. https://doi.org/10.1007/s10805-015-9230-x
NONIS, S.; SWIFT, C. O. An examination of the relationship between academic dishonesty and workplace dishonesty: A multicampus investigation. Journal of Education for business, v. 77, n. 2, p. 69-77, 2001. https://doi.org/10.1080/08832320109599052
PAULSEL, M. L.; CHORY-ASSAD, R. M. Perceptions of instructor interactional justice as a predictor of student resistance. Communication Research Reports, v. 22, n. 4, p. 283-291, 2005. https://doi.org/10.1080/00036810500207030
PAULSEL, M. L.; CHORY-ASSAD, R. M.; DUNLEAVY, K. N. The relationship between student perceptions of instructor power and classroom justice. Communication Research Reports, v. 22, n. 3, p. 207-215, 2005. https://doi.org/10.1080/00036810500207030
PAVELA, G. Judicial review of academic decision making after Horowitz. NOLPE School Law Journal, v. 8, n. 1, p. 55-75, 1978.
PETER, F.; DALBERT, C. Do my teachers treat me justly? Implications of students’ justice experience for class climate experience. Contemporary Educational Psychology, v. 35, n. 4, p. 297-305, 2010. https://doi.org/10.1016/j.cedpsych.2010.06.001
PRETSCH, J.; EHRHARDT, N.; ENGL, L.; RISCH, B.; ROTH, J.; SCHUMACHER, S.; SCHMITT, M. Injustice in school and students’ emotions, well-being, and behavior: A longitudinal study. Social Justice Research, v. 29, n. 1, p. 119-138, 2016. https://doi.org/10.1007/s11211-015-0234-x
QS LATIN AMERICAN UNIVERSITY, 2018. Disponível em: https://www.topuniversities.com/university-rankings/latin-american-university-rankings/2018.
QUAYE, B. R. L. Understanding contextual influences on undergraduate students’ decisions about academic cheating. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses, 2010.
RESH, N.; SABBAGH, C. Sense of justice in school and civic attitudes. Social Psychology of Education, v. 17, n. 1, p. 51-72, 2014. https://doi.org/10.1007/s11218-013-9240-8
RESH, N.; SABBAGH, C. Sense of justice in school and civic behavior. Social Psychology of Education, v. 20, n. 2, p. 387-409, 2017. https://doi.org/10.1007/s11218-017-9375-0
SABBAGH, C.; SCHMITT, M. Past, present, and future of social justice theory and research. In: Handbook of social justice theory and research (p. 1-11). Springer, New York, NY, 2016. https://doi.org/10.1007/978-1-4939-3216-0_1
SANCHES, C.; GOUVEIA‐PEREIRA, M.; CARUGATI, F. Justice judgements, school failure, and adolescent deviant behaviour. British Journal of Educational Psychology, v. 82, n. 4, p. 606-621, 2012. https://doi.org/10.1111/j.2044-8279.2011.02048.x
SIMIL, A. S. A confiança como fator de influência da percepção de justiça no ambiente de aprendizagem. Dissertação (Mestrado em Ciências Contábeis). Universidade Federal de Minas Gerais, Belo Horizonte, MG, Brasil, 2016.
SMYTH, L. S.; DAVIS, J. R.; KRONCKE, C. O. Students' perceptions of business ethics: Using cheating as a surrogate for business situations. Journal of Education for Business, v. 84, n. 4, p. 229-239, 2009. https://doi.org/10.3200/JOEB.84.4.229-239
STAROVOYTOVA, D.; NAMANGO, S. Factors Affecting Cheating-Behavior at Undergraduate-Engineering. Journal of Education and Practice, v. 7, n. 31, p. 66-82, 2016.
TEIXEIRA, A. A.; ROCHA, M. F. Cheating by economics and business undergraduate students: an exploratory international assessment. Higher Education, v. 59, n. 6, p. 663-701, 2010. https://doi.org/10.1007/s10734-009-9274-1
TIBBETTS, S. G. Differences between women and men regarding decisions to commit test cheating. Research in Higher Education, v. 40, n. 3, p. 323-342, 1999. https://doi.org/10.1023/A:1018751100990
VON DRAN, G. M.; CALLAHAN, E. S.; TAYLOR, H. V. Can students' academic integrity be improved? Attitudes and behaviors before and after implementation of an academic integrity policy. Teaching Business Ethics, v. 5, n. 1, p. 35-58, 2001. https://doi.org/10.1023/A:1026551002367
WHITLEY, B. E. Factors associated with cheating among college students: A review. Research in Higher Education, v. 39, n. 3, p. 235-274, 1998. https://doi.org/10.1023/A:1018724900565
WILLIAMS, M. S.; HOSEK, W. R. Strategies for reducing academic dishonesty. Journal of Legal Studies Education, v. 21, n. 1, p. 87-107, 2003. https://doi.org/10.1111/j.1744-1722.2003.tb00326.x
WITMER, H.; JOHANSSON, J. Disciplinary action for academic dishonesty: does the student’s gender matter?. International Journal for Educational Integrity, v. 11, n. 1, p. 6, 2015. https://doi.org/10.1007/s40979-015-0006-2
WUBBELS, T.; BREKELMANS, M. Two decades of research on teacher–student relationships in class. International Journal of Educational Research, v. 43, n. 1-2, p. 6-24, 2005. https://doi.org/10.1016/j.ijer.2006.03.003
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Os Direitos Autorais para artigos publicados neste periódico são do autor, com direitos de primeira publicação para a Revista. Em virtude de aparecerem nesta Revista de acesso público, os artigos são de uso gratuito, com atribuições próprias, em aplicações educacionais, de exercício profissional e para gestão pública. A Revista adotou a licença Creative Commons Atribuição 4.0 Internacional - CC BY NC ND. Esta licença permite acessar, baixar (download), copiar, imprimir, compartilhar, reutilizar e distribuir os artigos desde que com a citação da fonte, atribuindo os devidos créditos de autoria. Nesses casos, nenhuma permissão é necessária por parte dos autores ou dos editores. Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou um capítulo de livro).
Esta obra está licenciada sob uma Licença Creative Commons.
