Corrigendum: Does creative thinking contribute to the academic integrity of education students?

[This corrects the article DOI: 10.3389/fpsyg.2022.925195.].

Academic integrity in the HyFlex learning environment.

This study analyzed how students' personality traits and course attendance preferences impact academic integrity in the HyFlex learning environment. 535 undergraduate students were given a choice among courses face-to-face (F2F), online, or a hybrid combination of both. The Big Five Inventory and the Academic Integrity Inventory were administered through online questionnaires to STEM students. The findings show that emotional stability and agreeableness positively relate to academic integrity irrespective of attendance mode. So do conscientiousness and agreeableness in the hybrid environment. Conversely, the primarily F2F attendance mode and the personality trait of extraversion are tied to markedly low levels of academic integrity. We conclude that unveiling students' personality traits associated with ethical behaviour would be beneficial when designing HyFlex courses in different learning environments, whether human (F2F), machine-made (online) or a combination of both (hybrid). This, in turn, contributes to better higher quality education and enhances academic integrity.

Does creative thinking contribute to the academic integrity of education students?

The current research focuses on the nature of the relationship comprising personality traits, creative thinking, and academic integrity. Scholars have confirmed that personality traits and creative thinking correlate positively with academic integrity. However, a discussion of academic integrity, personality traits, and creative thinking is missing in the scholarly literature. This study used a questionnaire survey based on the Big Five Factor to identify personality characteristics, the Academic Integrity Inventory, and the Torrance Tests of Creative Thinking. The sample included 976 students studying in four academic colleges in Israel, of which two are teacher training colleges and two colleges awarding a degree in education. The findings show that most of the students (71%) reported they had cheated at some point during their academic studies, and only one-fifth (21%) thought that they would condemn their peers' lack of integrity. Creative thinking students and emotionally stable persons tend to be more ethical. Hence, we conclude that it is recommended to deliver creative thinking courses in the teacher's educational training programs to improve creative thinking levels, reduce academic dishonesty, and create more effective curricula.

The assessment of heavy work investment: Psychometric properties of the WI-10 on a sample of Israeli workers.

BACKGROUND: Heavy Work Investment (HWI) is a construct that covers both positive and negative behaviors characterized by a high investment of time and energy in working (work engagement and workaholism, respectively). In the literature, it has been introduced, recently, the Work-related Inventory (WI-10) that allows evaluating four types of worker, three of which are HWIs: disengaged workaholics, engaged workaholics, engaged workers, and detached workers. OBJECTIVE: This study aims to validate the Hebrew WI-10 on Israeli workers. METHODS: We recruited a convenient sample of 459 workers (about half females and half males) with a mean age of 37.12±10.33. We performed Confirmatory Factor Analysis, convergent and divergent validity analyses. Finally, we calculated the cut-off scores corresponding to high and low workaholism and work engagement. RESULTS: We found support for the 10-item (2 filler) and 2-factor structure (Workaholism and Work Engagement) of the WI-10, as well as for its good psychometric properties. CONCLUSIONS: The WI-10 may be used in future research aimed at disentangling the question about the positive and adverse effects that might be associated with different types of HWI.

Facts and myths about suicide: a study of Jewish and Arab students in Israel.

This research investigates the knowledge and myths regarding suicide among students in Israel, and examines whether they are affected by ethnic origin, gender, and religiosity. A random sample of 450 undergraduate students from two colleges was asked to fill out the Suicide Opinion Questionnaire (SOQ). Knowledge was measured by five SOQ items (alpha = 0.57) and myths of suicide by 20 SOQ items (alpha = 0.67). The level of Israeli students' knowledge about suicide is generally good (X = 3.21; SD = 0.58). There are significant differences, however, between the Jewish (n = 266) and Arab (n = 154) students in knowledge about basic facts of suicide in Israel [(X Arabs = 3.04; X Jews = 3.32; t (419, 0.95) = 4.63, p < .001)]. Although both groups share the same educational milieu, the Arab students tend more to believe that suicide rates are higher in Israel, and even more so among people of Asian African origin and minorities. They also perceive suicide by shooting to be the most popular suicide method. There are also significant differences between those groups with respect to their belief in suicide myths [(X Arabs = 2.91; SD = 0.40; X Jews = 3.17, SD = 0.41; t (419, 0.95)= 6.31, p < 0.01)]. Arabs tend more to relate suicide to lower religious affiliation, mental illness and chronic tendency, and to believe that the victim's relatives know nothing about the coming suicide. No significant differences were found based on religiosity or gender. Discussion focuses on the influence of the different cultural characteristics of lifestyle and the social control systems among Jews and Arabs in Israel on perceptions toward suicide.

Date-rape-supporting and victim-blaming attitudes among high school students in a multiethnic society: Israel.

This study examined the extent to which a multiethnic sample of 900 Israeli high school students supported date-rape and victim-blaming attitudes and the predictors of such support. Findings indicate wide support for stereotypes justifying sexual coercion by time and the location of the date, the victim's behavior, and the minimization of the seriousness of date rape. A regression analysis indicates that students' gender and age are the strongest predictors of rape-tolerant and victim-blaming attitudes. Socioeconomic status and religious orientation explain a small proportion of the variance in the support of such attitudes. By contrast, no significant relationship is indicated with ethnicity. Alternative sex-education and rape-prevention programs must address date-rape and victim-blaming attitudes and make students of both genders aware of various factors that continue to be misread as an invitation to have sex and put them at high risk of experiencing sexual coercion on a date.