DSpace width= university logo mark
Japanese | English 

KURA > F- 5. 国際基幹教育院-外国語教育系(旧 外国語教育研究センター ) > f-5 20. 紀要 > 言語文化論叢  > 15号 >

全文を表示する

ファイル 記述 サイズフォーマット
AA11128602-15-159.pdf726.96 kBAdobe PDF
見る/開く
タイトル: 社会とのつながりと学業不正行為 : 社会的コントロール理論の分析的妥当性
その他のタイトル: Social Bonds and Academic Cheating : An Application of Hirschi's Social Control Theory
著者: 小林, 恵美子 link image link image
Kobayashi, Emiko
発行日: 2011年 3月31日
出版社(者): 金沢大学外国語教育研究センター = Foreign Language Institute Kanazawa University
雑誌名: 言語文化論叢 = Studies of language and culture
ISSN: 1342-7172
巻: 15
開始ページ: 159
終了ページ: 181
キーワード: social control theory
academic cheating
Japanese college students
抄録: Social control theory, which was first presented by Travis Hirschi in 1969 in Causes of Delinquency and is one of the most widely cited theories in criminology, argues that humans by nature are hedonistic and, thus, inclined to engage in any acts, including crime and other forms of deviance, in pursuit of their self-interest. The present study proposes that the four general elements identified in the theory comprise a social bond that, when present, serves as a constraint against academic cheating: attachment, commitment, involvement, and belief. First,attachment refers to an emotional bond to conventional others. Students who are so attached are less inclined to commit academic cheating for fear of hurting those to whom they are attached and/or jeopardizing their relationships with them. For students, relevant attachments are those to parents, peers, and school. Attachment to, or caring about the feelings of parents has also three subcomponents: identification with and affection toward parents, intimate communication, and parental supervision. Second, commitment refers to the stakes in conformity the student has developed, such as investments in education and preparation for labor force participation. Students who have made such investments, the present study argues, are inclined to avoid violation of school rules because they have more to lose by taking the risk of getting into trouble. Third, involvement is a student’s investment of time in conventional activities, time that makes the student unavailable for academic cheating or exposure to opportunities for such misconduct. The theory assumes a finite amount of time available to an individual, so time spent in conventional activities reduces time available for academic cheating. Finally, belief refers to belief in the moral legitimacy of the law – the view that the law is binding on one’s own behavior and has legitimacy in prohibiting one’s pursuit of one’s self-interest through acts of force and fraud. Students who acquire such a belief while growing up are more bonded to conventional society and, thus, less free to engage in academic cheating. In the research reported here, measures of social bond variables that resemble, and in many cases are identical to measures used by Hirschi, are developed. The effects of these four elements on people’s experience to commit academic cheating are then examined in a sample of Japanese college students. The analysis provides rather limited support for the theory. Parental supervision and belief function as constraints that prevent students, more or less, from engaging in acts of fraud (i.e., academic cheating) in pursuit of their self-interest, but the findings for the other elements of social bond appear less compatible with the theory.
内容記述: [付記] 本稿は,科学研究費補助金による研究成果の一部です(若手研究B,課題番号16730274).
URI: http://hdl.handle.net/2297/28162
資料種別: Departmental Bulletin Paper
版表示: publisher
出現コレクション:15号

このアイテムを引用あるいはリンクする場合は次の識別子を使用してください。 http://hdl.handle.net/2297/28162

本リポジトリに保管されているアイテムはすべて著作権により保護されています。

 

Valid XHTML 1.0! DSpace Software Copyright © 2002-2010  Duraspace - ご意見をお寄せください