In this study, we examined the role of social learning theory in explaining academic dishonesty among 673 college students in the United States, France, and Greece. We found support for social learning theory such that perceived peer dishonesty was incrementally valid as a predictor of self-reported academic dishonesty across three countries beyond personal factor of conscientiousness and demographic factor of age. Contrary to expectation, perceived penalty for academic cheating received support in the U.S. sample only. Justification for academic dishonesty contributed incremental variance after controlling for other factors including age, conscientiousness, perceived penalty for cheating and peer dishonesty across three countries. In addition, cultural differences accounted for almost 50% of the explained variance in academic dishonesty with French students reportedly engaged in significantly more academic cheating behavior than Greek and U.S. students. Discussion and implications for business ethics teaching and research were discussed.

在这项研究中，我们研究了社会学习理论在解释美国，法国和希腊的673名大学生的学术不诚实中的作用。我们发现了对社会学习理论的支持，这样，超出个人责任心和年龄的人口因素，三个国家的同伴不诚实行为就逐渐成为自我报告的学术不诚实行为的预测指标。与预期相反，仅在美国样本中，对学术作弊的感知惩罚才得到支持。在控制了三个国家的年龄，良心，作弊的惩罚和同伴不诚实之后，对学术不诚实的辩护导致了方差的增加。此外，文化差异占学术不诚实行为解释差异的近50％，据报道，法国学生比希腊和美国学生从事的学术作弊行为明显更多。讨论了对商业道德的教学和研究的意义。