Development of the Cross-Cultural Academic Integrity Questionnaire - Version 3 (CCAIQ-3)
TL;DR: The cross-cultural academic integrity questionnaire version 3 (CCAIQ-3) as discussed by the authors has better credibility in terms of construct validity than its predecessor, and three domains are proposed: copying, cheating, and complying.
Abstract: Establishing a reliable and valid measure of academic integrity that can be used in higher education institutions across the world is a challenging and ambitious task. However, solving this issue will likely have major ramifications for understanding dishonest action. It also enables the development of a standardised measure that can be used to assess the efficacy of interventions aimed at enhancing academic integrity that can be administered across regional boundaries and diverse cultural groups. This study has used a combination of confirmatory factor analysis and item distribution inspection procedures to further validate the cross-cultural academic integrity questionnaire version 2 (CCAIQ-2). Primary participants in this study were from Saudi Arabia (n = 338), and secondary reference participants were from New Zealand (n = 366). The findings indicate that a revised 10-item questionnaire, the cross-cultural academic integrity questionnaire version 3 (CCAIQ-3), has better credibility in terms of construct validity than its predecessor. Three CCAIQ-3 domains are proposed: copying, cheating, and complying. This research will inevitably create further academic and international debate; however this measure is likely to be useful in terms of creating a research protocol for evaluating and measuring cross-cultural issues and interventions aimed at promoting academic integrity.
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TL;DR: The Arabic version of the FCV-19S is psychometrically robust and can be used in research assessing the psychological impact of COVID-19 among a Saudi adult population.
Abstract: Fear is a central emotional response to imminent threats such as the coronavirus-19 disease (COVID-19). The Fear of COVID-19 Scale (FCV-19S) assesses the severity of fear towards COVID-19. The present study examined the psychometric properties of the Arabic version of the FCV-19S. Using a forward-backward translation, the FCV-19S was translated into Arabic. An online survey using the Arabic versions of FCV-19S and the Hospital Anxiety and Depression Scale (HADS) was administered. Reliability and concurrent and confirmatory validity were examined. The dataset consisted of 693 Saudi participants. The internal consistency of the Arabic FCV-19S was satisfactory (α = .88), with sound concurrent validity indicated by significant and positive correlations with HADS (r = .66). The unidimensional structure of the FCV-19S was confirmed. The Arabic version of the FCV-19S is psychometrically robust and can be used in research assessing the psychological impact of COVID-19 among a Saudi adult population.
223 citations
Cites methods from "Development of the Cross-Cultural A..."
...In line with established protocols for cross-cultural adaptation, the original FCV-19S was translated into Arabic using a forward-backward translation technique (Alyami et al. 2019; Henning et al. 2020)....
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TL;DR: In this paper , an overview of research on academic misconduct and international students describes trends in research for those countries identified as receivers and suppliers of international students, the role of culture in academic misconduct research, and considerations for future research and practice.
Abstract: International students experience unique challenges that place them at risk for academic misconduct violations, including language, academic expectations, cultural differences, academic preparedness, and policy understanding. Academic misconduct issues can significantly risk student success, leaving international students especially susceptible to the academic, financial, and social consequences of an academic misconduct violation. This overview of research on academic misconduct and international students describes trends in research for those countries identified as receivers and suppliers of international students, the role of culture in academic misconduct research, and considerations for future research and practice. The resulting summary offers considerations for researchers, institutions, and educators to actively respond to these students’ needs in culturally meaningful ways. Three decades of research provides a global context to international students’ academic challenges and how stakeholders have and continue to use these findings to further research and support students wherever they may learn.
7 citations
TL;DR: In this article, the results from a set of focus groups of students from a higher education school are presented, showing that students do not link academic fraud with unethical professional behaviour, propose more sanctions for those who commit academic fraud, and consider that certain evaluation methods favor unethical behaviour.
Abstract: The perception that academic fraud is widespread in higher education affects the credibility of higher education schools, giving rise to doubts concerning the quality of learning and the students’ preparation for their professional life. Academic misconduct is presently a common research area. However, higher education schools still seem unable to contain academic fraud, given its prevalence and scope. Therefore, understanding students’ perceptions and attitudes remains critical for schools to define effective policies in promoting and defending academic integrity. Towards that aim, the results from a set of focus groups of students from a higher education school are presented. Students do not link academic fraud with unethical professional behaviour, propose more sanctions for those who commit academic fraud, and consider that certain evaluation methods favour unethical behaviour.
5 citations
TL;DR: In this article, the authors investigated the relationship between character strengths and ethical engagement in online faculty and found that interpersonal and emotional character strengths were positively and moderately related to ethical engagement, whereas intellectual character strengths are weakly related.
Abstract: In this study, the researchers investigated the relationships between character strengths and ethical engagement in online faculty. One of the ethical duties for higher education faculty is to engage in effective teaching practices. As online higher education becomes increasingly popular, online faculty also bear this duty. Numerous studies have shown that character strengths cultivate ethical behavior. Hence, we sought to determine the relationship between character strengths and ethical engagement in online faculty. Specifically, we focused on intellectual character strengths, interpersonal character strengths, and emotional character strengths because of their relevance to online faculty’s teaching practices. Through correlational analyses, we learned that interpersonal and emotional character strengths were positively and moderately related to ethical engagement, whereas intellectual character strengths were weakly related to ethical engagement. The findings of this study provide insight into online faculty’s character strengths and ethical engagement. However, further research is needed to understand the role of character strengths and ethical engagement in promoting effective teaching practices in online higher education classrooms.
2 citations
28 Sep 2022
TL;DR: In this paper , the authors conducted a study to validate the Urdu version of the Fear of COVID-19 Scale in the Pakistani context and examined the relationship between fear and preventive behavior and anxiety disorders among the general population.
Abstract: Abstract Background: COVID-19 has caused a huge wave of fear across many nations around the globe. From a theoretical point of view, it is argued that fear induced by an imminent threat leads people to take defensive measures and at the same time creates psychiatric disorders. We conducted this study to validate the Urdu (national language in Pakistan) version of the Fear of COVID-19 Scale in the Pakistani context. We also examined the relationship between fear and 1) preventive behavior and 2) anxiety disorders among the general population. Methods: We collected data from 2005 respondents across the country and confirmed the validity of the Urdu version of this scale. Structural analysis uncovered that fear of COVID-19 significantly predicts preventive behavior and anxiety disorder among respondents. Results: This study confirms that fear of COVID-19 has aroused mixed feelings among the population in Pakistan. Fear of contracting COVID-19 has induced the masses to take preventive measures, while at the same time, it has also produced feelings of anxiety. Conclusions: Previous research in this field also reported that fear of COVID-19 contributed significantly to mental health problems. Therefore, health authorities and governments must take measures to ensure mental health through psychosocial interventions.
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TL;DR: The guidelines described in this document are based on a review of cross-cultural adaptation in the medical, sociological, and psychological literature and led to the description of a thorough adaptation process designed to maximize the attainment of semantic, idiomatic, experiential, and conceptual equivalence between the source and target questionnaires.
Abstract: With the increase in the number of multinational and multicultural research projects, the need to adapt health status measures for use in other than the source language has also grown rapidly. 1,4,27 Most questionnaires were developed in English-speaking countries, 11 but even within these countries, researchers must consider immigrant populations in studies of health, especially when their exclusion could lead to a systematic bias in studies of health care utilization or quality of life. 9,11 The cross-cultural adaptation of a health status selfadministered questionnaire for use in a new country, culture, and/or language necessitates use of a unique method, to reach equivalence between the original source and target versions of the questionnaire. It is now recognized that if measures are to be used across cultures, the items must not only be translated well linguistically, but also must be adapted culturally to maintain the content validity of the instrument at a conceptual level across different cultures. 6,11‐13,15,24 Attention to this level of detail allows increased confidence that the impact of a disease or its treatment is described in a similar manner in multinational trials or outcome evaluations. The term “cross-cultural adaptation” is used to encompass a process that looks at both language (translation) and cultural adaptation issues in the process of preparing a questionnaire for use in another setting. Cross-cultural adaptations should be considered for several different scenarios. In some cases, this is more obvious than in others. Guillemin et al 11 suggest five different examples of when attention should be paid to this adaptation by comparing the target (where it is going to be used) and source (where it was developed) language and culture. The first scenario is that it is to be used in the same language and culture in which it was developed. No adaptation is necessary. The last scenario is the opposite extreme, the application of a questionnaire in a different culture, language and country—moving the Short Form 36-item questionnaire from the United States (source) to Japan (target) 7 which would necessitate translation and cultural adaptation. The other scenarios are summarized in Table 1 and reflect situations when some translation and/or adaptation is needed. The guidelines described in this document are based on a review of cross-cultural adaptation in the medical, sociological, and psychological literature. This review led to the description of a thorough adaptation process designed to maximize the attainment of semantic, idiomatic, experiential, and conceptual equivalence between the source and target questionnaires. 13 . Further experience in cross-cultural adaptation of generic and diseasespecific instruments and alternative strategies driven by different research groups 18 have led to some refinements
8,523 citations
TL;DR: In this paper, the influence of sample size on different goodness-of-fit indices used in confirmatory factor analysis (CFA) was examined and the results are consistent with the observation that the amount of random, unexplained variance varies inversely with sample size.
Abstract: This investigation examined the influence of sample size on different goodness-of-fit indices used in confirmatory factor analysis (CFA). The first two data sets were derived from large normative samples of responses to a multidimensional self-concept instrument and to a multidimensional instrument used to assess students' evaluations of teaching effectiveness. In the third set, data were simulated and generated according to the model to be tested. In the fourth, data were simulated and generated according to a three-factor model that did not have a simple structure. Twelve fit indicators were used to assess goodness-offit in all CFAs. All analyses were conducted with the LISREL V package. One-way ANOVAs and a visual inspection of graphs were used to assess the sample size effect on each index for the four data sets. Despite the inconsistency of the findings with previous claims, the results are consistent with the observation that the amount of random, unexplained variance varies inversely with sample size. Appendices include a set of computed statements, an explanation and listing of the 12 goodness-of-fit indicators, a bibliography, a table of results, and figures showing sample size effect. (Author/LMO) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************
3,746 citations
TL;DR: In this paper, a review of scale development procedures for 277 measures used in 75 articles published in leading academic journals from 1989 to 1994 is presented, pointing out some of the problems encountered and providing examples of what could be considered "best practices" in scale development and reporting.
2,285 citations