大学教师学术失范的个人和环境影响因素分析———基于多学校调查的实证研究

Individual and Contextual Factors Influencing University Teachers' Academic Misconduct: A Multi-Campus Investigation

采用问卷调查法了解个人因素、环境因素对大学教师学术失范的影响及其相对重要性。对62 所 本科院校3021 名教师的调查结果表明：第一，个人因素方面，最高学位、所属学科、规范有效性认知、压力 感、不公平感与失范显著相关，规范有效性认知、最高学位、所属学科、不公平感对失范的影响最有力；第二， 环境因素方面，同事失范行为、被举报可能性、同事不赞同、惩罚严厉性、规范教育、诚信氛围、学校容忍度均 与失范显著相关，同事失范行为、学校容忍度、规范教育、同事不赞同、诚信氛围的影响最有力；第三，与个人 因素相比，环境因素对失范的影响更大。鉴于此，防治大学教师学术失范应加强规范教育并加大规范执行力 度，创建道德共同体并营造诚信学术氛围，重视前期预防和后期补救而不能仅寄希望于加大处罚力度。

In this paper， questionnaire method is employed to investigate the impacts of individual factors and contextual factors on university teachers' academic misconduct and their relative importance. A survey of 3021 teachers from 62 universities shows that: (1)as for individual factors， the highest degree， subordinate subject， the cognition of the validity of academic norms， the feeling of pressure and the sense of unfairness are significantly correlated with academic misconduct; (2)as for contextual factors， the academic misconduct of colleagues， the possibility of being reported， the disapprobation of colleagues， the severity of punishment， norm education， integrity atmosphere and the tolerance of school are significantly correlated with academic misconduct; (3)contextual factors exert a greater impact on academic misconduct than individual ones. Based on the research findings， the paper puts forward several suggestions on the prevention of academic misconduct.