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Guilt, Shame and Academic Misconduct.

Guy J Curtis1

  • 1School of Psychological Science, University of Western Australia, 35 Stirling Hwy, Perth, WA 6009 Australia.

Journal of Academic Ethics
|June 26, 2023
PubMed
Summary
This summary is machine-generated.

Students prone to guilt and shame may avoid academic misconduct. Expecting negative emotions like guilt and shame when considering cheating can deter students from academic dishonesty.

Keywords:
Academic Integrity, Academic DishonestyAcademic MisconductGuiltMoral EmotionsShame

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Area of Science:

  • Psychology
  • Educational Psychology
  • Moral Psychology

Background:

  • Moral emotions, such as guilt and shame, serve as internal regulators of behavior.
  • Individual differences in experiencing guilt and shame proneness are well-documented.
  • These emotions may influence intentions to engage in academic misconduct.

Purpose of the Study:

  • To investigate the relationship between guilt and shame proneness and intentions to commit academic misconduct.
  • To examine whether anticipated guilt and shame mediate the link between proneness and misconduct intentions.
  • To understand the role of moral emotions in deterring academic dishonesty.

Main Methods:

  • Survey administered to 459 students measuring guilt and shame proneness (using the GASP scale), anticipated emotions from academic misconduct, and intentions to engage in misconduct.
  • Correlational analyses were used to assess relationships between variables.
  • Mediation analyses were conducted to test the role of anticipated emotions.

Main Results:

  • Three facets of guilt and shame proneness (Guilt-Negative-Behavior-Evaluation, Guilt-Repair, Shame-Negative-Self-Evaluation) showed significant negative correlations with academic misconduct intentions.
  • Anticipated guilt and shame significantly mediated these relationships.
  • Higher proneness to guilt and shame was associated with lower intentions for academic misconduct.

Conclusions:

  • Anticipating negative moral emotions like guilt and shame can act as a protective mechanism against academic misconduct.
  • Understanding individual differences in guilt and shame proneness can inform strategies to promote academic integrity.
  • Interventions aimed at enhancing students' awareness of potential emotional consequences may reduce academic dishonesty.