How Students Report Dishonest Behavior in School: Self-Assessment and Anchoring Vignettes
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F16%3A10336819" target="_blank" >RIV/00216208:11410/16:10336819 - isvavai.cz</a>
Výsledek na webu
<a href="http://dx.doi.org/10.1080/00220973.2015.1094438" target="_blank" >http://dx.doi.org/10.1080/00220973.2015.1094438</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/00220973.2015.1094438" target="_blank" >10.1080/00220973.2015.1094438</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
How Students Report Dishonest Behavior in School: Self-Assessment and Anchoring Vignettes
Popis výsledku v původním jazyce
The authors have studied heterogeneity in reporting behavior and its impact on the analysis of self-reports about students' dishonest behavior in schools. Two hundred sixty-five randomly chosen, seventh-grade students (typically 12 years old) from lower secondary schools in Prague 6, a district in the capital of the Czech Republic, participated in this survey. The results of the self-reports, adjusted for heterogeneity, are highly related to students' levels of academic achievement and their parents' education and partly related to their gender, while unadjusted self-reports are only slightly related to the level of parents' education. The authors also show differences in the reporting behavior across diverse subdomains of school behavior and suggest using anchoring vignettes closely related to the domain described in the self-reports.
Název v anglickém jazyce
How Students Report Dishonest Behavior in School: Self-Assessment and Anchoring Vignettes
Popis výsledku anglicky
The authors have studied heterogeneity in reporting behavior and its impact on the analysis of self-reports about students' dishonest behavior in schools. Two hundred sixty-five randomly chosen, seventh-grade students (typically 12 years old) from lower secondary schools in Prague 6, a district in the capital of the Czech Republic, participated in this survey. The results of the self-reports, adjusted for heterogeneity, are highly related to students' levels of academic achievement and their parents' education and partly related to their gender, while unadjusted self-reports are only slightly related to the level of parents' education. The authors also show differences in the reporting behavior across diverse subdomains of school behavior and suggest using anchoring vignettes closely related to the domain described in the self-reports.
Klasifikace
Druh
J<sub>x</sub> - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)
CEP obor
AM - Pedagogika a školství
OECD FORD obor
—
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2016
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Journal of Experimental Education
ISSN
0022-0973
e-ISSN
—
Svazek periodika
85
Číslo periodika v rámci svazku
1
Stát vydavatele periodika
US - Spojené státy americké
Počet stran výsledku
18
Strana od-do
36-53
Kód UT WoS článku
000387559900004
EID výsledku v databázi Scopus
2-s2.0-84955125247