CoChat
Sign Up
Cited by 8

The DOI matches its Crossref record; 10 of the 10 references it cites were found in a registry or an index.

To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion

Eshet, Yovav, Grinautsky, Keren, Steinberger, Pnina·2024·International Journal for Educational Integrity
DOI 10.1007/s40979-024-00151-w
Open this paper in CoChat — free account

Abstract

Despite the growing interest in mindfulness in higher education, the literature on its relation to decision-making under risk (i.e. academic misconduct) and statistics anxiety is scarce. The present research shall fill this gap. Based on the prospect theory, we assessed the mediating effect of mindfulness on the relationship between statistics anxiety and academic dishonesty moderated by risk aversion. Data were collected from 791 undergraduate students in six Israeli academic institutions studying for bachelor’s degrees in social sciences. Questionnaires included the following measures: risk behaviour according to the prospect theory framework, Mindful Attention Awareness Scale, Statistics Anxiety Rating Scale, Academic Misconduct Scale and sociodemographic variables. Correlations among these variables were explored. The data was analysed using Structural Equation Modelling (SEM). The results indicate that the variance in academic dishonesty is explained by students' statistics anxiety with a mediation of Mindfulness moderated by Risk Aversion. Mindfulness negatively affects Academic Dishonesty, while Risk Aversion has a significant positive effect on Mindfulness. Finally, among individuals with high statistics anxiety, Risk Averse individuals show significantly higher Mindfulness than Risk Seekers. We conclude that mindfulness-based interventions might be a constructive tool to reduce risk-taking and promote ethical decision-making among individuals who experience high levels of statistics anxiety. Furthermore, developing mindful skills may help individuals with higher anxiety levels neutralize these unwanted feelings and get along with their learning tasks. Hence, avoid academic unethical behaviours.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1007/s40979-024-00151-w

Cites

10 of 10 references verified0 citation errors · 0 not checkable

Statistics

Figures

Fig. 1 Hypothetical structural model for determinants of academic dishonesty
Fig. 1 Hypothetical structural model for determinants of academic dishonestyCC-BY · From the PDF
Fig. 2 Structural model for determinants of academic misconduct
Fig. 2 Structural model for determinants of academic misconductCC-BY · From the PDF
Fig. 3 Effect of statistics anxiety on mindfulness moderated by risk aversion
Fig. 3 Effect of statistics anxiety on mindfulness moderated by risk aversionCC-BY · From the PDF

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 10 references

Research works printed but not linked: 92

  1. Aksen, D. E., Sleight, F. G., & Lynn, S. J. (2023). Mindfulness intervention for impulsivity as a stand-alone treatment: A qualitative review of emerging evidence. Psychology of Consciousness: Theory, Research, and Practice. https://doi.org/10.1037/cns0000367 · DOI
  2. Alem Y, Behrendt H, Belot M, Bíró A (2021) Mind training, stress and behaviour—A randomised experiment. PLoS ONE 16(11):e0258172. https://doi.org/10.1371/journal.pone.0258172 · DOI
  3. Aumeboonsuke V, Caplanova A (2021) An analysis of impact of personality traits and mindfulness on risk aversion of individual investors. Curr Psychol 42(8):1–18. https://doi.org/10.1007/s12144-021-02015-9 · DOI
  4. Avcu Meriç I, Sönmez MB (2022) Decision-making, interoceptive awareness and mindful attention awareness in male patients with alcohol use disorder. Cogn Neuropsychiatry 27(1):35–48. https://doi.org/10.1080/13546805.2021.2011183 · DOI
  5. Baltruschat S, Mas-Cuesta L, Cándido A, Maldonado A, Verdejo-Lucas C, Catena-Verdejo E, Catena A (2021) Repeat traffic offenders improve their performance in risky driving situations and have fewer accidents following a mindfulness-based intervention. Front Psychol 11:4012–4012. https://doi.org/10.3389/FPSYG.2020.567278/BIBTEX · DOI
  6. Birks M, Mills J, Allen S, Tee S (2020) Managing the mutations: Academic misconduct Australia, New Zealand, and the UK. Int J Educ Integr 16(6):1–15. https://doi.org/10.1007/s40979-020-00055-5 · DOI
  7. Blais A-R, Weber EU (2006) A domain-specific risk-taking (DOSPERT) scale for adult populations. Judgm Decis Mak 1(1):33–47. https://doi.org/10.1017/S1930297500000334 · DOI · Paper page
  8. Bolin AU (2004) Self-control, perceived opportunity, and attitudes as predictors of academic dishonesty. J Psychol 138(2):101–114. https://doi.org/10.3200/JRLP.138.2.101-114 · DOI · Paper page
  9. Brown KW, Ryan RM (2003a) The benefits of being present: Mindfulness and its role in psychological well-being. J Pers Soc Psychol 84(4):822–822. https://doi.org/10.1037/0022-3514.84.4.822 · DOI · Paper page
  10. Brown KW, Ryan RM (2003b) Mindful attention awareness scale. J Pers Soc Psychol‏ · DOI · Paper page
  11. Browning M, Behrens TE, Jocham G, O’Reilly JX, Bishop SJ (2015) Anxious individuals have difficulty learning the causal statistics of aversive environments. Nat Neurosci 18(4):590–596. https://doi.org/10.1038/nn.3961 · DOI · Paper page
  12. Cruise, R. J., Cash, R. W., & Bolton, D. L. (1985). Development and validation of an instrument to measure statistical anxiety. American Statistical Association Proceedings of the Section on Statistical Education,
  13. Cuadrado D, Salgado JF, Moscoso S (2019) Prevalence and correlates of academic dishonesty: Towards a sustainable university. Sustainability 11(21):6062–6062. https://doi.org/10.3390/su11216062 · DOI · Paper page
  14. Cui S, Zhang J, Guan D, Zhao X, Si J (2019) Antecedents of statistics anxiety: An integrated account. Personality Individ Differ 144:79–87. https://doi.org/10.1016/j.paid.2019.02.036 · DOI
  15. Culiberg B, Mihelič KK (2020) The impact of mindfulness and perceived importance of peer reporting on students’ response to peers’ academic dishonesty. Ethics Behav 30(5):385–399. https://doi.org/10.1080/10508422.2019.1628644 · DOI
  16. Dark-Freudeman A, Jones C, Terry C (2022) Mindfulness, anxiety, and perceived stress in university students: Comparing a mindfulness-based intervention (MBI) against active and traditional control conditions. J Am Coll Health 70(7):2116–2125. https://doi.org/10.1080/07448481.2020.1845180 · DOI
  17. Dawson G (2021) Zen and the mindfulness industry. The Humanistic Psychologist 49(1):133–146. https://doi.org/10.1037/hum000017 · DOI
  18. De Maio C, Dixon K (2022) Promoting academic integrity in institutions of higher learning: What 30 years of research (1990–2020) in Australasia has taught us. Journal of College and Character 23(1):6–20. https://doi.org/10.1080/2194587X.2021.2017972 · DOI
  19. DeVaney TA (2016) Confirmatory factor analysis of the statistical anxiety rating scale with online graduate students. Psychol Rep 118(2):565–586. https://doi.org/10.1177/0033294116644093 · DOI
  20. Draper M, Lancaster T, Dann S, Crockett R, Glendinning I (2021) Essay mills and other contract cheating services: to buy or not to buy and the consequences of students changing their minds. Int J Educ Integr 17(1):13. https://doi.org/10.1007/s40979-021-00081-x · DOI
  21. Du W, Yu H, Liu X, Zhou X (2023) Mindfulness training reduces slippery slope effects in moral decision-making and moral judgment. Sci Rep 13(1):2967. https://doi.org/10.1038/s41598-023-29614-9 · DOI
  22. Eaton SE (2023) Postplagiarism: transdisciplinary ethics and integrity in the age of artificial intelligence and neurotechnology. Int J Educ Integr 19(1):23. https://doi.org/10.1007/s40979-023-00144-1 · DOI · Paper page
  23. Eidman, L., Rodriguez de Behrends, M., & Seif, G. (2022). Psychometric properties of the Mindful Attention Awareness Scale (MAAS) in Argentine university students. Ciencias Psicológicas, 16(1), 1–14. https://doi.org/10.22235/cp.v16i1.2560 · DOI
  24. Eltayeb, F. (2021). Mindfulness and its relation to academic procrastination among university students. Universal Journal of Educational Research, 9(5), 917–927. https://doi.org/10.13189/ujer.2021.090504 · DOI
  25. Ergas, O., & Hadar, L. L. (2021). Does mindfulness belong in higher education? An eight year research of students’ experiences. Pedagogy, Culture & Society, 1–19. https://doi.org/10.1080/14681366.2021.1906307 · DOI
  26. Eshet Y, Steinberger P, Grinautsky K (2022) Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning. Int J Educ Integr 18(1):1–19. https://doi.org/10.1007/s40979-022-00117-w · DOI
  27. Eshet Y, Dickman N, Ben Zion Y (2023) Academic integrity in the HyFlex learning environment. Heliyon 9(2):e13301. https://doi.org/10.1016/j.heliyon.2023.e13301 · DOI
  28. Eshet, Y., & Margaliot, A. (2022). Does creative thinking contribute to the academic integrity of education students? Frontiers in Psychology, 4709–4709. https://doi.org/10.3389/FPSYG.2022.925195 · DOI
  29. Eshet, Y., Steinberger, P., & Grinautsky, K. (2021). Relationship between statistics anxiety and academic dishonesty: A comparison between learning environments in social sciences. Sustainability, 13(3), 1–18–18. https://doi.org/10.3390/su13031564 · DOI
  30. Feruglio S, Panasiti MS, Crescentini C, Aglioti SM, Ponsi G (2022) The impact of mindfulness meditation on social and moral behavior: Does mindfulness enhance other-oriented motivation or decrease monetary reward salience? Front Integr Neurosci 16:963422. https://doi.org/10.3389/fnint.2022.963422 · DOI
  31. Galles J, Lenz J, Peterson GW, Sampson JP Jr (2019) Mindfulness and decision-making style: Predicting career thoughts and vocational identity. The Career Development Quarterly 67(1):77–91. https://doi.org/10.1002/cdq.12164 · DOI
  32. Gonçalves AP, Donate M, E. C. d., Bedendo, A., Félix Júnior, I., Gallo, G. G., & Opaleye, E. S. (2023) The effect of mindfulness on decision-making, inhibitory control, and impulsivity of substance use disorder in-treatment patients: A randomized clinical trial. PLoS ONE 18(11):e0293502–e0293502. https://doi.org/10.1371/journal.pone.0293502 · DOI
  33. González-Blanch C, Medrano LA, O'Sullivan S, Bell I, Nicholas J, Chambers R, ... Alvarez-Jimenez M (2022) Psychometric properties of the Mindful Attention Awareness Scale (MAAS) in a first-episode psychosis sample. Psychol Assess 34(2):188 · DOI
  34. Götmann, A., Bechtoldt, M. N., & Fetchenhauer, D. (2021). Breathing to the path of virtue - The effects of justice sensitivity and state mindfulness on cheating behavior in a group performance task. Personality and Individual Differences, 178(March). https://doi.org/10.1016/j.paid.2021.110851 · DOI
  35. Hartley CA, Phelps EA (2012) Anxiety and decision-making. Biol Psychiat 72(2):113–118. https://doi.org/10.1016/j.biopsych.2011.12.027 · DOI
  36. Hasty LM, Malanchini M, Shakeshaft N, Schofield K, Malanchini M, Wang Z (2021) When anxiety becomes my propeller: Mental toughness moderates the relation between academic anxiety and academic avoidance. Br J Educ Psychol 91(1):368–390. https://doi.org/10.1111/BJEP.12366 · DOI
  37. Hirshberg MJ, Colaianne BA, Greenberg MT, Inkelas KK, Davidson RJ, Germano D, Dunne JD, Roeser RW (2022) Can the academic and experiential study of flourishing improve flourishing in college students? A Multi-University Study Mindfulness 13(9):2243–2256. https://doi.org/10.1007/s12671-022-01952-1 · DOI · Paper page
  38. Hu L, t., & Bentler, P. M. (1999) Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Struct Equ Model 6(1):1–55. https://doi.org/10.1080/10705519909540118 · DOI · Paper page
  39. Hughes JC, Eaton SE (2022) Academic misconduct in Higher Education: Beyond student cheating. In: Eaton SE, Hughes C (eds) Academic Integrity in Canada. Springer, pp 81–102 · DOI
  40. Irwin A, Sedlar N, Hamlet O (2020) Flying solo: A vignette-based examination of general aviation pilot risk perception and decision-making. Aviation Psychology and Applied Human Factors 10(2):59–69. https://doi.org/10.1027/2192-0923/a000189 · DOI
  41. Isbel B, Stefanidis K, Summers MJ (2020) Assessing mindfulness: Experimental support for the discriminant validity of breath counting as a measure of mindfulness but not self-report questionnaires. Psychol Assess 32(12):1184. https://doi.org/10.1037/pas0000957 · DOI
  42. Jankowski T, Bąk W (2019) Mindfulness as a mediator of the relationship between trait anxiety, attentional control and cognitive failures. A multimodel inference approach. Personality Individ Differ 142:62–71. https://doi.org/10.1016/J.PAID.2019.01.034 · DOI
  43. Karl JA, Fischer R (2022) The state of dispositional mindfulness research. Mindfulness 13(6):1357–1372. https://doi.org/10.1007/S12671-022-01853-3/TABLES/7 · DOI
  44. Kaufmann L, Ninaus M, Weiss EM, Gruber W, Wood G (2022). Self-Efficacy Matters: Influence of Students’ Perceived Self-Efficacy on Statistics Anxiety. https://doi.org/10.1111/nyas.14797 · DOI
  45. Kisamore JL, Stone TH, Jawahar IM (2007) Academic integrity: The relationship between individual and situational factors on misconduct contemplations. J Bus Ethics 75(4):381–394. https://doi.org/10.1007/s10551-006-9260-9 · DOI
  46. Kline, R. B. (2023). Principles and practice of structural equation modeling (Fifth edition ed.). Guilford New York, NY. https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=3591678
  47. Krou MR, Fong CJ, Hoff MA (2021) Achievement motivation and academic dishonesty: A meta-analytic investigation. Educ Psychol Rev 33:427–458. https://doi.org/10.1007/s10648-020-09557-7 · DOI
  48. Kurdoglu RS, Ates NY, Lerner DA (2023) Decision-making under extreme uncertainty: Eristic rather than heuristic. Int J Entrep Behav Res 29(3):763–782. https://doi.org/10.1108/IJEBR-07-2022-0587 · DOI
  49. Kuroda Y, Yamakawa O, Ito M (2022) Benefits of mindfulness in academic settings: Trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior. BMC Psychology 10(1):1–14. https://doi.org/10.1186/S40359-022-00746-3/TABLES/2 · DOI
  50. Lau P (2021) A case study on research postgraduate students’ understanding of academic integrity at a Hong Kong University. Frontiers in Education 6:107–107. https://doi.org/10.3389/FEDUC.2021.647626/XML/NLM · DOI
  51. Lee SD, Kuncel NR, Gau J (2020) Personality, attitude, and demographic correlates of Academic Dishonesty: A meta-analysis. Psychol Bull 146(11):1042–1058. https://doi.org/10.1037/bul0000300 · DOI
  52. Lejuez CW, Richards JB, Read JP, Kahler CW, Ramsey SE, Stuart GL, Strong DR, Brown RA (2002) Evaluation of a behavioral measure of risk taking: The Balloon Analogue Risk Task (BART). J Exp Psychol Appl 8(2):75–75. https://doi.org/10.1037/1076-898X.8.2.75 · DOI · Paper page
  53. Lesser, L. M. (2017). Finding center: Towards increasing clarity and reducing anxiety in statistics class. Journal for the Liberal Arts and Sciences, 22(1), 42–58. https://www.oak.edu/wp-content/uploads/2021/06/jlas-v22-i1_0.pdf#page=42
  54. Levpušček, M. P., & Cukon, M. (2020). That old devil called ‘Statistics’: Statistics Anxiety in University Students and related factors. Center for Educational Policy Studies Journal. https://doi.org/10.26529/cepsj.826 · DOI
  55. Levy, J. S. (1992). An introduction to prospect theory. Political Psychology, 13(2), 171–186. https://www.jstor.org/stable/3791677 · DOI
  56. Luhmann CC, Ishida K, Hajcak G (2011) Intolerance of uncertainty and decisions about delayed, probabilistic rewards. Behav Ther 42(3):378–386. https://doi.org/10.1016/j.beth.2010.09.002 · DOI
  57. McCleskey, J., & Gruda, D. (2021). Risk-taking, resilience, and state anxiety during the COVID-19 pandemic: A coming of (old) age story. Personality and Individual Differences, 170, 110485. https://doi.org/10.1016/j.paid.2020.110485 · DOI
  58. Morgan, W. J., & Katz, J. (2021). Mindfulness meditation and foreign language classroom anxiety: Findings from a randomized control trial. Foreign Language Annals, 54(2), 389–409. https://doi.org/10.1111/flan.12525 · DOI
  59. O’Bryant M, Natesan Batley P, Onwuegbuzie AJ (2021) Validation of an adapted version of the Statistical Anxiety Scale in English and its relationship to attitudes toward statistics. SAGE Open 11:1–15. https://doi.org/10.1177/21582440211001378 · DOI
  60. Onwuegbuzie AJ, Da Ros D, Ryan JM (1997) The components of statistics anxiety: A phenomenological study. Focus Learn Probl Math 19(4):11–35
  61. Orazi DC, Chen J, Chan EY (2021) To erect temples to virtue: Effects of state mindfulness on other-focused ethical behaviors. J Bus Ethics 169(4):785–798. https://doi.org/10.1007/s10551-019-04296-4 · DOI
  62. Ozoliņa, R., & Bēriņa, L. H. (2021). Academic integrity in Latvia’s higher education institutions. SSE Riga Student Research Papers, 6(238), 1–55. https://www.sseriga.edu/sites/default/files/2021-05/6Paper_Ozolina_Berina.pdf
  63. Pan, M., Stiles, B. L., Tempelmeyer, T. C., & Wong, N. (2019). A cross-cultural exploration of academic dishonesty: Current challenges, preventive measures, and future directions. In Prevention and Detection of Academic Misconduct in Higher Education (pp. 63–82). IGI Global. · DOI
  64. Parsons D, Gardner P, Parry S, Smart S (2022) Mindfulness-based approaches for managing stress, anxiety and depression for Health students in Tertiary Education: A scoping review. Mindfulness 13:1–16. https://doi.org/10.1007/s12671-021-01740-3 · DOI
  65. Paruzel-Czachura M, Kocur D (2023) Do meditation, mindfulness, and self-compassion impact utilitarian moral judgment? Mindfulness. https://doi.org/10.1007/s12671-023-02161-0 · DOI
  66. Peled, Y., Eshet, Y., Barczyk, C., & Grinautski, K. (2019). Predictors of academic dishonesty among undergraduate students in online and face-to-face courses. Computers & Education, 131, 49–59. https://doi.org/10.1016/j.compedu.2018.05.012 · DOI
  67. Poitras Pratt, Y., & Gladue, K. (2022). Re-defining academic integrity: Embracing indigenous truths. In Academic Integrity in Canada (pp. 103–123). Springer. · DOI
  68. Prietzel TT (2020) The effect of emotion on risky decision making in the context of prospect theory: a comprehensive literature review. Management Review Quarterly 70(3):313–353. https://doi.org/10.1007/S11301-019-00169-2/TABLES/7 · DOI
  69. Reangsing C, Trakooltorwong P, Maneekunwong K, Thepsaw J, Oerther S (2023) Effects of online mindfulness-based interventions (MBIs) on anxiety symptoms in adults: a systematic review and meta-analysis. BMC Complementary Medicine and Therapies 23(1):269. https://doi.org/10.1186/s12906-023-04102-9 · DOI
  70. Reynolds SJ, Eliseo M, Watkins TS, Mariam M (2023) Mindful but forgetful: The negative effect of trait mindfulness on memories of immoral behavior. Bus Soc Rev. https://doi.org/10.1111/basr.12328 · DOI
  71. Ruggeri, K., Alí, S., Berge, M. L., Bertoldo, G., Bjørndal, L. D., Cortijos-Bernabeu, A., Davison, C., Demić, E., Esteban-Serna, C., Friedemann, M., Gibson, S. P., Jarke, H., Karakasheva, R., Khorrami, P. R., Kveder, J., Andersen, T. L., Lofthus, I. S., McGill, L., Nieto, A. E., . . . Folke, T. (2020). Replicating patterns of prospect theory for decision under risk. Nature Human Behaviour, 4(6), 622–633. https://doi.org/10.1038/s41562-020-0886-x · DOI
  72. Salgado, J. F., Cuadrado, D., & Moscoso, S. (2022). Counterproductive academic behaviors and academic performance: A meta-analysis and a path analysis model. Frontiers in Psychology, 0, 3029–3029. https://doi.org/10.3389/FPSYG.2022.893775 · DOI
  73. Sefcik L, Striepe M, Yorke J (2020) Mapping the landscape of academic integrity education programs: What approaches are effective? Assess Eval High Educ 45(1):30–43. https://doi.org/10.1080/02602938.2019.1604942 · DOI
  74. Shou Y, Olney, & Joel. (2022) Measuring risk tolerance across domains: Scale development and validation. J Pers Assess 104(4):484–495. https://doi.org/10.1080/00223891.2021.1966019 · DOI
  75. Siegrist M, Árvai J (2020) Risk Perception: Reflections on 40 Years of Research. Risk Anal 40(S1):2191–2206. https://doi.org/10.1111/risa.13599 · DOI
  76. Siew CSQ, McCartney MJ, Vitevitch MS (2019) Using network science to understand statistics anxiety among college students. Scholarsh Teach Learn Psychol 5(1):75–89. https://doi.org/10.1037/stl0000133 · DOI
  77. Smit B, Stavrulaki E (2021) The efficacy of a mindfulness-based intervention for college students under extremely stressful conditions. Mindfulness 12(12):3086–3100. https://doi.org/10.1007/s12671-021-01772-9 · DOI
  78. Smith R, Persich MR, Chuning AE, Cloonan S, Woods-Lubert R, Skalamera J, Berryhill SM, Weihs KL, Lane RD, Allen JJB, Dailey NS, Alkozei A, Vanuk JR, Killgore WDS (2023) Improvements in mindfulness, interoceptive and emotional awareness, emotion regulation, and interpersonal emotion management following completion of an online emotional skills training program. Emotion, No Pagination Specified-No Pagination Specified. https://doi.org/10.1037/emo0001237 · DOI
  79. Steinberger P (2020) Assessing the Statistical Anxiety Rating Scale as applied to prospective teachers in an Israeli Teacher-Training College. Stud Educ Eval 64:1–15. https://doi.org/10.1016/j.stueduc.2019.100829 · DOI
  80. Steinberger, P., Eshet, Y., & Grinautsky, K. (2021). No anxious student is left behind: Statistics anxiety, personality traits, and academic dishonesty—lessons from covid‐19. Sustainability, 13(9). https://doi.org/10.3390/su13094762 · DOI · Paper page
  81. Tindall IK, Fu KW, Tremayne K, Curtis GJ (2021) Can negative emotions increase students’ plagiarism and cheating? Int J Educ Integr 17(1):1–16. https://doi.org/10.1007/s40979-021-00093-7 · DOI
  82. Trassi AP, Leonard SJ, Rodrigues LD, Rodas JA, Santos FH (2022) Mediating factors of statistics anxiety in university students: A systematic review and meta-analysis. Ann N Y Acad Sci. https://doi.org/10.1111/nyas.14746 · DOI
  83. Tversky, A., & Kahneman, D. (1992). Advances in Prospect Theory: Cumulative representation of uncertainty. Journal of Risk and Uncertainty, 5, 297–323. https://www.jstor.org/stable/41755005 · DOI · Paper page
  84. Upton SR, Renshaw TL (2019) Immediate effects of the mindful body scan practice on risk-taking behavior. Mindfulness 10(1):78–88. https://doi.org/10.1007/S12671-018-0948-6/FIGURES/1 · DOI
  85. Vaughn LA, Dubovi AS-Y, Paul Niño N (2013) Processing fluency affects behavior more strongly among people higher in trait mindfulness. J Res Pers 47(6):782–788. https://doi.org/10.1016/j.jrp.2013.08.002 · DOI
  86. Verhaeghen P (2023) Mindfulness and academic performance meta-analyses on interventions and correlations. Mindfulness. https://doi.org/10.1007/s12671-023-02138-z · DOI
  87. Vinod, T. (2023). Understanding risk. In Risk and Resilience in the Era of Climate Change (pp. 35–52). Springer. https://doi.org/10.1007/978-981-19-8621-5_3 · DOI
  88. Widhiastuti, R., & Kanaka, S. (2021). Academic procrastination with self-control as moderator - Haifa University. Economic Education Analysis Journal, 10(2), 240–252. https://doi.org/10.15294/eeaj.v10i2.46623 · DOI
  89. Zahan FN, Islam MA, Kawsar LA (2020) Relationships among statistics anxiety, depression and academic Performance. International Journal of Statistical Sciences 19:35–52. https://doi.org/10.1007/978-981-16-1919-9 · DOI
  90. Zhang H, Shi Y, Zhou ZE, Ma H, Tang H (2020) Good people do bad things: How anxiety promotes unethical behavior through intuitive and automatic processing. Curr Psychol 39(2):720–728. https://doi.org/10.1007/s12144-018-9789-7 · DOI
  91. Zhang JW, Kessler E, Braasch JLG (2021a) Self-compassion mindsets can predict statistics course performance via intelligence mindsets and statistics anxiety. Learn Individ Differ 90:1–12. https://doi.org/10.1016/j.lindif.2021.102047 · DOI
  92. Zhang Y, Chen ZJ, Lu S, Ni S (2021b) Are mindful people more risk-averse? Effects of trait and state mindfulness on risk preference in decision-making. Int J Psychol 56(3):407–414. https://doi.org/10.1002/IJOP.12716 · DOI

Cited by

Sorted by citations

See all 8

Metadata

Authors
Eshet, Y., Grinautsky, K., & Steinberger, P.
ORCID
Eshet, Yovav
Venue
International Journal for Educational Integrity
Publisher
Springer Science and Business Media LLC
Published
2024-04-18
Volume
20
Issue
1
ISSN
1833-2595
DOI
10.1007/s40979-024-00151-w
Cited by
8
References
10
Language
en
Licence

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion. https://app.cochat.ai/papers/10.1007/s40979-024-00151-w
The paper
Eshet, Y., Grinautsky, K., & Steinberger, P. (2024). To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion. International Journal for Educational Integrity. https://doi.org/10.1007/s40979-024-00151-w