|Abstract or Summary
- To determine whether there were differences between foreign (Arab) and American student attitudes toward academic dishonesty in Oregon State University, a seventy-eight item questionnaire designed by Kirk, (1970) was adapted and administered to two hundred and eighty Arab and American graduate and undergraduate students. Three aspects of academic dishonesty were examined: (1) behaviors which constitute cheating,(2) the recommended punishment for the cheating behavior, and (3) the academic settings in which cheating occurs. Selected Findings A two-way analysis of variance revealed that: 1. There was no difference between Arab and American students' attitudes toward behaviors which constitute cheating, 2. there was statistically significant difference between graduate and undergraduate students' attitudes regarding cheating behaviors. Undergraduates did not consider many behaviors to be cheating, while graduate students did consider such behaviors as cheating, 3. there was statistically significant difference between Arab and American students recommended punishment. Arab students were less severe in their recommended punishment of the cheating behavior, and 4. there was statistically significant nationality and class level difference toward the academic settings in which cheating occurs. American students considered most of the behaviors as cheating irrespective of the actions of the teacher. Graduate students also considered most of students' behaviors as cheating. Findings of this study suggest that Arab students were apparently influenced by their cultural background as reflected in their lower mean scores in attitude and recommended punishment of the cheating behaviors. Selected Recommendations Based on the findings of this study, the following recommendations were made: 1. Colleges and universities should develop and publish a comprehensive statement on academic dishonesty, 2. Students, especially international, should be told that instructors are watching for incidents of cheating, and that punishment will be related to the severity of the cheating incident, 3. Academic integrity should be stressed, with special emphasis on the school definition of unacceptable academic behaviors, regardless of the cultural background of students, 4. Provisions should be made to encourage students to report cheating incidents and to protect their anonymity in the process, and 5. Research should be conducted with other foreign student groups to examine the generalizability of the findings of this study.