Modern Psychological Studies
University of Tennessee at Chattanooga
Place of Publication
Academic deviance poses a continual threat to the education system from its persistence through generations and its presence in almost every form of institutionalized education (Davis et al., 1992). The aim of the present study was to integrate both situational and individual components of stress to examine their influence on academic deviance while testing the moderating role of trait impulsiveness on the degree of academic deviance displayed. Participants were 125 (98 women, 27 men) college students at a private university in the southern region of the United States. The Academic Dishonesty Inventory (Lucas, 2005) was used to measure academic deviance, while the Barratt Impulsiveness Scale 10 (BIS-10) was utilized in order to assess impulsiveness. The Perceived Stress Scale (Cohen, Karmarck & Mermelstein, 1983) was used to gauge participants' stress level. It was found that there was a significant, positive relationship between trait impulsiveness and academic deviance. However, the relationship between stress and academic deviance was not significant. Stress may play less of a role than impulsiveness in determining if an individual will engage in academic deviance. As Anderman et al. (2010) suggest, impulsiveness is indicative of the lack of selfcontrol necessary to disincline individuals to be academically deviant.
BF1 .M63 v. 19 no. 1 2013
"Personality as a moderator of the relationship between stress and academic deviance,"
Modern Psychological Studies: Vol. 19:
1, Article 10.
Available at: https://scholar.utc.edu/mps/vol19/iss1/10