Investigating the Link Between Home-School Dissonance and Academic Cheating Among High School Students

Lynda Brown-Wright, Kenneth M. Tyler, Danelle Stevens-Watkins, Deneia Thomas, Shambra Mulder, Travonia Hughes, Ruby Stevens-Morgan, Clarissa Roan-Belle, Nadia Gadson, La Toya Smith

Research output: Contribution to journalArticlepeer-review

16 Scopus citations

Abstract

The current study examined the association between home-school dissonance and academic cheating among 344 high school juniors and seniors at two urban high schools. Students completed two subscales of the Patterns of Adaptive Learning Scale (PALS) and one subscale of the Academic Motivation Scale (AMS). Analyses revealed that home-school dissonance significantly predicted both amotivation and academic cheating. In addition, results revealed that amotivation was a significant mediator of the association between home-school dissonance and academic cheating. Limitations and future research directions are discussed.

Original languageEnglish
Pages (from-to)314-334
Number of pages21
JournalUrban Education
Volume48
Issue number2
DOIs
StatePublished - Mar 2013

Bibliographical note

Funding Information:
This research was supported by a grant provided to the 1st and 2nd authors by the Office of the President, University of Kentucky.

Keywords

  • African American students
  • academic achievement
  • culture
  • subjects
  • urban education

ASJC Scopus subject areas

  • Education
  • Urban Studies

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