Most university students have engaged in some form of academic dishonesty. These actions can have detrimental consequences for the student, the university, and society at large. It is important to understand factors that contribute to academic dishonesty as well as to identify potential predictors of this behavior. This study employed an experimental design with 361 undergraduate students in a laboratory setting. Deception was used during the experiment to determine the impact of peer influence, personality, and an honor code on cheating behavior. Results revealed that peer influence had the largest impact on cheating behavior. In addition, personality, specifically, individuals who scored high on the openness trait were significantly more likely to cheat than those who scored lower on this trait. Implications of these findings for addressing academic dishonesty in higher education are provided.

The Five-factor theory of personality (FFT) has pervaded personality research in recent years. Although many reliable and valid measurement instruments exist for use with adults, adolescents, and even elementary-age children, there is a lack of available 5-factor measurement tools for use with preschool children. This article expands on previous work developing the M5–PS, a rating form for preschool children designed to be completed by classroom teachers or caregivers. A total of 621 children were rated by their teachers on the 90-item working form of the M5–PS. Through a combination of empirical and rational scale refinement methods, the number of items has been reduced to 35, yielding a revised instrument, the M5–PS–35, with substantially improved construct validity and scale internal consistency. Potential changes in external validity were evaluated by comparative reanalysis of an existing data set.

Prior research has found relationships between science-based professional development (PD) and early childhood educators’ self-efficacy, perceptions of science education, and challenges they experience implementing activities. However, there is limited understanding of how these connections differ across international contexts. This study explored differences between early childhood educators from Catalonia, Spain, and the Southeastern U.S. regarding science perceptions, experiences, and engagement in PD. A total of 396 early childhood educators from Catalonia (Spain), and the Southeastern U.S. completed the P-TABS Questionnaire. T-test and Pearson's correlations found U.S. educators were more comfortable teaching science and Spain educators engaged in more PD. Across all participants, educators with more experience or those with more PD were more comfortable teaching science and had fewer challenges. Further, participants who engaged in more PD perceived more benefits to children. Implications for future research include examining these differences through qualitative methods.