Ethical sensitivities, perceptions of integrity, honor pledges, and cheating in higher education

Abstract

Introduction: Academic misconduct surged during the COVID-19 pandemic as online learning expanded. Understanding factors influencing cheating behaviors is critical for promoting integrity in higher education. Methods: A correlational study was conducted with stratified random samples of undergraduate students (N = 78) at a large U.S. university during Fall 2021. Data were collected via an online survey using validated scales for ethical sensitivity (ESSQ) and integrity perceptions, along with questions on honor code adherence, unauthorized resource use, and demographics. Binary logistic regression identified predictors of cheating in online courses. Results: Students reported high ethical sensitivity and strong endorsement of the honor code but low willingness to report violations. Two ESSQ domains—preventing social bias and identifying consequences—were inversely associated with cheating likelihood (p