Reflection on Developing Students’ Academic Integrity in a University in Hong Kong

Abstract

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.