Когнитивные и эмоциональные предпосылки принятия решения о поддержке стандартов академической честности во взаимодействии с однокурсниками («традиционный» академический обман vs «электронный» академический обман в студенческой среде)
DOI:
https://doi.org/10.33910/2686-9527-2023-5-1-6-23Ключевые слова:
академический обман, «электронный» академический обман, студенты, стандарты академической честности, принятие решения, эмоции, убежденияАннотация
Введение. Академическая нечестность довольно часто встречается в студенческой среде, причем ее распространение усилилось с внедрением в образовательный процесс дистанционного обучения с применением образовательных возможностей сети Интернет, способствующих распространению «электронных» форм академического обмана. Цель исследования, представленного в статье, заключалась в выявлении когнитивных и эмоциональных предпосылок принятия студентами решения о поддержке стандартов академической честности в ситуациях столкновения с «традиционным» и «электронным» академическим обманом, осуществляемого однокурсниками.
Материалы и методы. В исследовании приняли участие 304 студента российских вузов в возрасте от 18 до 25 лет (19,30 ± 1,59 лет, 52,6% женщин). Сбор эмпирических данных осуществлялся с помощью метода виньеток, которые позволяли оценить вероятность и субъективную допустимость поведения, направленного на поддержку стандартов академической честности в ситуациях заведомой «традиционной» и «электронной» академической нечестности однокурсников, а также степень выраженности эмоциональных реакций на эти события (гнев, тревога) и убеждений в отношении нормативности академического обмана и академической честности.
Результаты исследования. Студенты — участники исследования продемонстрировали низкую готовность к поддержке стандартов академической честности в ситуациях «традиционной» и «электронной» академической нечестности однокурсников. Согласованность когнитивных и эмоциональных предпосылок такого решения выше в отношении «традиционного» академического обмана, тогда как в отношении «электронного» академического обмана констатируется их противоречивость. В принятие решения о поддержке стандартов академической честности в ситуации заведомой «традиционной» академической нечестности однокурсника наиболее существенный вклад вносят эмоциональные предпосылки, тогда как в ситуации «электронного» академического обмана значимыми оказываются и эмоциональные, и когнитивные предикторы.
Заключение. Результаты исследования могут быть использованы при разработке программ, направленных на содействие распространению практик академической честности в студенческой среде. Перспективы исследования связаны с расширением спектра ситуаций «традиционного» и «электронного» академического обмана, встречающихся в студенческой среде, изучаемых с помощью метода виньеток, а также с расширением включенных в виньетки моделей поведения, обеспечивающих поддержание стандартов академической честности.
Библиографические ссылки
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