Reflection on developing students’ academic integrity in a university in Hong Kong

Abstract

<p>This paper reflects on the findings of two studies, in which students completed scenario tasks regarding academic misconduct. Results showed that the scenarios addressing process and self-regulation levels are more engaging, while authenticity and relevance are two other engagement factors in scenario design. This Reflection also draws inspiration from recent psychopathy studies and suggests that a lack of empathy and mindfulness in the personality (high levels of “Meanness” and “Disinhibition”) would lead to a low level of mastery motivation, which in turn would contribute to a greater tendency of academic misconduct. Educators and policymakers should note that an over-emphasis on disciplinary measures (policies and penalties) for academic misconduct prevention is not enough, as a penalty does not foster mastery motivation.<br></p>