Overview

To support students in achieving academic success, educators need a shared understanding of what constitutes academic dishonesty and the potential consequences of such behaviours. In this project, we applied an attribution theory lens to explore how pre-service teachers interpret a range of behaviours that may be viewed as academically dishonest, as well as how they might feel and act in these situations. Research publications from this project are available under the Publications section, and we were excited to present our findings at the Canadian Symposium on Academic Integrity.