Guy J Curtis
Datos Biográficos
| ID | 80942 |
|---|---|
| NOMBRE | Guy J Curtis |
| NOMBRES | Guy J |
| APELLIDO | Curtis |
| FIRMA | CURTIS G J |
| AFILIACIONES | The University of Western Australia |
| ORCID | 0000-0002-4174-6955 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAS | 94 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2007 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 6 |
The two-lane road to hell is paved with good intentions
A ‘two-lane’ (All-or-None) approach to the use of generative artificial intelligence (genAI) is the idea that there should be two categories of assessments in higher education: Lane 1/None: where the use of genAI is prohibited, and Lane 2/All: where any use of genAI is permitted. This idea has been thoughtfully detailed and continues to be debated. Although this idea is generally well-intentioned, in this comment piece I argue that, if implemente…
Understanding how and why students use academic file-sharing and homework-help websites
In the past decade, extra-institutional file-sharing and homework-help websites have gone from being small-scale operations to large corporate businesses. File-sharing and homework-help websites threaten academic integrity when students use assessment work sourced from these sites as if it were their own. However, little is known about how students use these websites, what motivates students’ use, and whether students are aware of the risks of us…
Testing a Psychological Model of Post-Pandemic Academic Cheating
Concerns over students engaging in various forms of academic misconduct persist, especially with the post-COVID19 rise in online learning and assessment. Research has demonstrated a clear role of the personality trait psychopathy in cheating, yet little is known about why this relationship exists. Building on the research by Curtis et al. ( Personality and Individual Differences, 185 , 111277, 2022a), this study tested an extended Theory of Reaso…
Academic Integrity in the Social Sciences
Do Students Follow the Wisdom or the Madness of Crowds?
Capitalising on Emotions and Emotional Regulation
Guilt, Shame and Academic Misconduct
Moral and self-conscious emotions like guilt and shame can function as internal negative experiences that punish or deter bad behaviour. Individual differences exist in people's tendency to experience guilt and shame. Being disposed to experience guilt and/or shame may predict students' expectations of their emotional reactions to engaging in immoral behaviour in the form of academic misconduct, and thus dissuade students from intending to engage…
Developing and evaluating nationwide expert-delivered academic integrity workshops for the higher education sector in Australia
In 2019, the Australian higher education regulator, the Tertiary Education Quality and Standards Agency (TEQSA), commissioned a team of academic integrity experts to design and facilitate a series of national workshops, with the aim of increasing academic integrity knowledge and building a culture of integrity across the higher education sector. As a team, we investigated whether these three-hour workshops would make a measurable difference to wo…
Delivering blended learning to transnational students
Transnational education (TNE) has grown significantly in developing countries but providing quality and scaling to large student numbers is a challenge for universities. Blended learning offers a potential solution for scaling at high quality. A large-scale project delivering a blended learning programme for TNE students in South-East Asia was evaluated. The aim of this research was to assess the students’ perceptions of the changes from predomin…
Moving beyond self-reports to estimate the prevalence of commercial contract cheating
The highest estimates of the prevalence of commercial contract cheating in Australia come from self-report surveys, which suggest that around 2% of students engage in commercial contract cheating during their higher education studies. However, self-report surveys are limited in that participants under-report socially-undesirable behaviours. In this study, we used an incentivised truth-telling method and surveyed 4098 students from six universitie…
Attitudes and understanding are only part of the story
Although individual and socio-demographic factors are known to affect student plagiarism there is little research conducted to show how the milieu of factors interact with each other to influence plagiarism behaviour. University students (N = 891) completed surveys on several possible predictors of plagiarism and plagiarism engagement. It was found that predictors of plagiarism accounted for 22.9% of variance in student’s engagement in plagiarism…
Is plagiarism really on the rise? Results from four 5-yearly surveys
Historical trends in plagiarism are often estimated by comparing survey results from a diverse range of samples, institutions, and measures. However, in multi-institution multi-method comparisons changes over time are difficult to separate from differences in methods. We assessed self-reported engagement in, awareness of, and attitudes toward seven forms of plagiarism in surveys of four comparable groups of students at the same university on four…
Negative Emotionality Predicts Attitudes Toward Plagiarism
Self-Control, Injunctive Norms, and Descriptive Norms Predict Engagement in Plagiarism in a Theory of Planned Behavior Model
How Prevalent is Contract Cheating and to What Extent are Students Repeat Offenders
Relating Self-Concept Consistency to Hedonic and Eudaimonic Well-Being in Eight Cultures
Western theories suggest that self-concept consistency is important for well-being, but cultural psychologists have proposed that this relationship may be weaker in collectivistic or dialectical cultures. Hypotheses regarding the ability of self-concept (cross-role) consistency and short-term stability to predict hedonic and eudaimonic well-being across cultures were tested. College students in the United States, Australia, Mexico, Venezuela, the…
Need Satisfaction and Well-Being
According to Self-Determination Theory (SDT), satisfaction of needs for autonomy, competence, and relatedness is a universal requirement for psychological well-being. We tested this hypothesis with college students in the United States, Australia, Mexico, Venezuela, the Philippines, Malaysia, China, and Japan. Participants rated the extent to which these needs, plus needs for self-actualization and pleasure-stimulation, were satisfied in various …
Self-concept consistency and short-term stability in eight cultures
Culture, cross-role consistency, and adjustment
Trait and cultural psychology perspectives on cross-role consistency and its relation to adjustment were examined in 2 individualistic cultures, the United States (N=231) and Australia (N=195), and 4 collectivistic cultures, Mexico (N=199), the Philippines (N=195), Malaysia (N=217), and Japan (N=180). Cross-role consistency in trait ratings was evident in all cultures, supporting trait perspectives. Cultural comparisons of mean consistency provid…
Culture, method, and the content of self-concepts
Need Satisfaction and Well-Being
According to Self-Determination Theory (SDT), satisfaction of needs for autonomy, competence, and relatedness is a universal requirement for psychological well-being. We tested this hypothesis with college students in the United States, Australia, Mexico, Venezuela, the Philippines, Malaysia, China, and Japan. Participants rated the extent to which these needs, plus needs for self-actualization and pleasure-stimulation, were satisfied in various …
Culture, cross-role consistency, and adjustment
Trait and cultural psychology perspectives on cross-role consistency and its relation to adjustment were examined in 2 individualistic cultures, the United States (N=231) and Australia (N=195), and 4 collectivistic cultures, Mexico (N=199), the Philippines (N=195), Malaysia (N=217), and Japan (N=180). Cross-role consistency in trait ratings was evident in all cultures, supporting trait perspectives. Cultural comparisons of mean consistency provid…
How Prevalent is Contract Cheating and to What Extent are Students Repeat Offenders
Self-Control, Injunctive Norms, and Descriptive Norms Predict Engagement in Plagiarism in a Theory of Planned Behavior Model
Self-concept consistency and short-term stability in eight cultures
Culture, method, and the content of self-concepts
Relating Self-Concept Consistency to Hedonic and Eudaimonic Well-Being in Eight Cultures
Western theories suggest that self-concept consistency is important for well-being, but cultural psychologists have proposed that this relationship may be weaker in collectivistic or dialectical cultures. Hypotheses regarding the ability of self-concept (cross-role) consistency and short-term stability to predict hedonic and eudaimonic well-being across cultures were tested. College students in the United States, Australia, Mexico, Venezuela, the…
Negative Emotionality Predicts Attitudes Toward Plagiarism
Testing a Psychological Model of Post-Pandemic Academic Cheating
Concerns over students engaging in various forms of academic misconduct persist, especially with the post-COVID19 rise in online learning and assessment. Research has demonstrated a clear role of the personality trait psychopathy in cheating, yet little is known about why this relationship exists. Building on the research by Curtis et al. ( Personality and Individual Differences, 185 , 111277, 2022a), this study tested an extended Theory of Reaso…
Is plagiarism really on the rise? Results from four 5-yearly surveys
Historical trends in plagiarism are often estimated by comparing survey results from a diverse range of samples, institutions, and measures. However, in multi-institution multi-method comparisons changes over time are difficult to separate from differences in methods. We assessed self-reported engagement in, awareness of, and attitudes toward seven forms of plagiarism in surveys of four comparable groups of students at the same university on four…
Culture, method, and the content of self-concepts
Culture, cross-role consistency, and adjustment
Trait and cultural psychology perspectives on cross-role consistency and its relation to adjustment were examined in 2 individualistic cultures, the United States (N=231) and Australia (N=195), and 4 collectivistic cultures, Mexico (N=199), the Philippines (N=195), Malaysia (N=217), and Japan (N=180). Cross-role consistency in trait ratings was evident in all cultures, supporting trait perspectives. Cultural comparisons of mean consistency provid…
Self-concept consistency and short-term stability in eight cultures
Need Satisfaction and Well-Being
According to Self-Determination Theory (SDT), satisfaction of needs for autonomy, competence, and relatedness is a universal requirement for psychological well-being. We tested this hypothesis with college students in the United States, Australia, Mexico, Venezuela, the Philippines, Malaysia, China, and Japan. Participants rated the extent to which these needs, plus needs for self-actualization and pleasure-stimulation, were satisfied in various …
Relating Self-Concept Consistency to Hedonic and Eudaimonic Well-Being in Eight Cultures
Western theories suggest that self-concept consistency is important for well-being, but cultural psychologists have proposed that this relationship may be weaker in collectivistic or dialectical cultures. Hypotheses regarding the ability of self-concept (cross-role) consistency and short-term stability to predict hedonic and eudaimonic well-being across cultures were tested. College students in the United States, Australia, Mexico, Venezuela, the…
How Prevalent is Contract Cheating and to What Extent are Students Repeat Offenders
Self-Control, Injunctive Norms, and Descriptive Norms Predict Engagement in Plagiarism in a Theory of Planned Behavior Model
Negative Emotionality Predicts Attitudes Toward Plagiarism
Attitudes and understanding are only part of the story
Although individual and socio-demographic factors are known to affect student plagiarism there is little research conducted to show how the milieu of factors interact with each other to influence plagiarism behaviour. University students (N = 891) completed surveys on several possible predictors of plagiarism and plagiarism engagement. It was found that predictors of plagiarism accounted for 22.9% of variance in student’s engagement in plagiarism…
Is plagiarism really on the rise? Results from four 5-yearly surveys
Historical trends in plagiarism are often estimated by comparing survey results from a diverse range of samples, institutions, and measures. However, in multi-institution multi-method comparisons changes over time are difficult to separate from differences in methods. We assessed self-reported engagement in, awareness of, and attitudes toward seven forms of plagiarism in surveys of four comparable groups of students at the same university on four…
Developing and evaluating nationwide expert-delivered academic integrity workshops for the higher education sector in Australia
In 2019, the Australian higher education regulator, the Tertiary Education Quality and Standards Agency (TEQSA), commissioned a team of academic integrity experts to design and facilitate a series of national workshops, with the aim of increasing academic integrity knowledge and building a culture of integrity across the higher education sector. As a team, we investigated whether these three-hour workshops would make a measurable difference to wo…
Delivering blended learning to transnational students
Transnational education (TNE) has grown significantly in developing countries but providing quality and scaling to large student numbers is a challenge for universities. Blended learning offers a potential solution for scaling at high quality. A large-scale project delivering a blended learning programme for TNE students in South-East Asia was evaluated. The aim of this research was to assess the students’ perceptions of the changes from predomin…
Moving beyond self-reports to estimate the prevalence of commercial contract cheating
The highest estimates of the prevalence of commercial contract cheating in Australia come from self-report surveys, which suggest that around 2% of students engage in commercial contract cheating during their higher education studies. However, self-report surveys are limited in that participants under-report socially-undesirable behaviours. In this study, we used an incentivised truth-telling method and surveyed 4098 students from six universitie…
Academic Integrity in the Social Sciences
Do Students Follow the Wisdom or the Madness of Crowds?
Capitalising on Emotions and Emotional Regulation
Guilt, Shame and Academic Misconduct
Moral and self-conscious emotions like guilt and shame can function as internal negative experiences that punish or deter bad behaviour. Individual differences exist in people's tendency to experience guilt and shame. Being disposed to experience guilt and/or shame may predict students' expectations of their emotional reactions to engaging in immoral behaviour in the form of academic misconduct, and thus dissuade students from intending to engage…
Understanding how and why students use academic file-sharing and homework-help websites
In the past decade, extra-institutional file-sharing and homework-help websites have gone from being small-scale operations to large corporate businesses. File-sharing and homework-help websites threaten academic integrity when students use assessment work sourced from these sites as if it were their own. However, little is known about how students use these websites, what motivates students’ use, and whether students are aware of the risks of us…
Testing a Psychological Model of Post-Pandemic Academic Cheating
Concerns over students engaging in various forms of academic misconduct persist, especially with the post-COVID19 rise in online learning and assessment. Research has demonstrated a clear role of the personality trait psychopathy in cheating, yet little is known about why this relationship exists. Building on the research by Curtis et al. ( Personality and Individual Differences, 185 , 111277, 2022a), this study tested an extended Theory of Reaso…
The two-lane road to hell is paved with good intentions
A ‘two-lane’ (All-or-None) approach to the use of generative artificial intelligence (genAI) is the idea that there should be two categories of assessments in higher education: Lane 1/None: where the use of genAI is prohibited, and Lane 2/All: where any use of genAI is permitted. This idea has been thoughtfully detailed and continues to be debated. Although this idea is generally well-intentioned, in this comment piece I argue that, if implemente…
Psychology (19 obras) · Social Psychology (16 obras) · Academic integrity and plagiarism (13 obras) · Political science (9 obras) · Computer Science (7 obras) · Social Psychology (7 obras) · Academic integrity (6 obras) · Cheating (6 obras) · Deception detection and forensic psychology (6 obras) · Ethics in Business and Education (6 obras)