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Responses are analyzed via theoretical content analysis to extract themes and inform prevention-oriented institutional strategies.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/linking-academic-integrity-and-classroom-civility-student-attitudes-and-institutional-response/598649/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/linking-academic-integrity-and-classroom-civility-student-attitudes-and-institutional-response/598649.png","ImageObject",300,407,{"name":42,"@type":43},"awa","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What relationship does the paper propose between academic integrity and classroom civility?","Question",{"text":63,"@type":64},"Academic integrity is framed as part of a broader civility environment, so academic dishonesty is linked to the same cognitive and emotional roots that drive classroom incivility. The paper argues both involve behaviors that violate institutional rules or norms.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were first-year students’ views on cheating and plagiarism collected?",{"text":68,"@type":64},"Data came from the Academic Integrity & Civility Questionnaire, a 73-item Likert scale instrument plus an additional open-ended response about cheating and plagiarism linked to participants’ university and/or high school experiences.",{"name":70,"@type":61,"acceptedAnswer":71},"What kind of analysis was used to interpret the open-ended responses?",{"text":72,"@type":64},"A theoretical content analysis was conducted on the open-ended statement, extracting themes based on the frequency of similar responses, and using these themes to describe students’ perceptions and attitudes.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598649,1792166029,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","13  \nLinking Academic Integrity and Classroom Civility: Student Attitudes and Institutional Response  \nTroy Brooks, Zopito Marini, & Jon Radue  \nBrock University  \nThis paper explores the notion that student behaviour regarding academic integrity and classroom civility are linked, and that intervention methods used to resolve classroom incivility may be used as a response to academic dishonesty. We advance the view that academic integrity and classroom civility refer to a student’s willingness to respect the rules and regulations of the institution; and that, acts of academic dishonesty and incivility refer to student behaviour in breach of institutional policy and/or not consistent with the social norms of the institutional culture (e.g., inappropriate human interactions). The perceptions and attitudes of first-year students toward academic integrity as they transition from high school to university are examined. Two hundred and thirty-nine first-year students volunteered to participate in this study. The preliminary findings of the open ended response regarding their observations and experiences with cheating and plagiarism in high school and in university are reported with a view to offer suggestions regarding institutional intervention strategies.  \nIntroduction  \nThe general purpose of this paper is to broaden  \nour understanding of the nature of student academic dishonesty and academic in/civility1 by investigating the potential usefulness of the idea that academic integrity can be conceptualized as part of the academic civility environment. The specific objectives of our study were: 1) to extend previous lit-  \nerature by developing a questionnaire designed to assess students’ beliefs and perceptions of academic integrity and in/civility; and 2) how this can be useful in the development of prevention programs that support student academic success.  \nIn this paper we would like to advance the notion that issues of academic integrity (e.g., cheat-  \n1 In this manuscript we use the term “in/civility” to convey the continuum between incivility and civility.  \ning and plagiarism) share common underlying roots with classroom incivility (e.g., behaviours that are not consistent with the social norms of the institution) . That is to say, academic integrity can be considered part of the general umbrella of civility suggesting that acts of academic dishonesty are related and spring from the same cognitive and emotional source as classroom incivility.  \nMore specifically, we highlight two unique commonalities based on the issues of similar continuum and motivation. For instance, acts of incivility can range from minor incidences, such as when classes and seminars are disrupted by loud conversations, to more serious ones, such as when discussions turn into verbal or physical confrontations. By comparison, acts of academic dishonesty can manifest themselves in many ways: from incorrect citation to inappropriate collaboration to more egregious occurrences involving the deliberate copying of test or exam answers where serious breaches of academic policy are undeniable.  \nIn addition to similarities in the continuum between academic integrity and civility, it can be further argued that, much like behaviours of incivility, some instances of academic dishonesty can occur as a result of thoughtlessness and unintentional acts, while other academically dishonest behaviours can be premeditated and intentional.  \nIn recent years there has been increased recognition in classroom in/civility as evidenced by the research from a number of perspectives (see Carter, 1998; Forni, 2005; Hirschy & Braxton, 2004; Marini, 2009). This awareness has led to better understanding of this phenomenon and greater efforts in improving teaching and classroom environments.  \nThe reality is that investigations into academic integrity and academic in/civility are becoming increasingly complex and there is a need to explore these phenomena from a broader perspective,","cbCaiqPdbIGE06cO","https://ap.wps.com/l/cbCaiqPdbIGE06cO","pdf",615630,"English","# Introduction\n# Methodology\n# Results","[{\"question\":\"What relationship does the paper propose between academic integrity and classroom civility?\",\"answer\":\"Academic integrity is framed as part of a broader civility environment, so academic dishonesty is linked to the same cognitive and emotional roots that drive classroom incivility. The paper argues both involve behaviors that violate institutional rules or norms.\"},{\"question\":\"How were first-year students’ views on cheating and plagiarism collected?\",\"answer\":\"Data came from the Academic Integrity \\u0026 Civility Questionnaire, a 73-item Likert scale instrument plus an additional open-ended response about cheating and plagiarism linked to participants’ university and/or high school experiences.\"},{\"question\":\"What kind of analysis was used to interpret the open-ended responses?\",\"answer\":\"A theoretical content analysis was conducted on the open-ended statement, extracting themes based on the frequency of similar responses, and using these themes to describe students’ perceptions and attitudes.\"}]","Linking Academic Integrity and Classroom Civility - Student Attitudes and Institutional Response | PDF",1792087320,18]