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Academic Motivation & Integrity Survey
What is the AMIS?
The Academic Motivation & Integrity Survey (AMIS) is designed to provide school leaders information and analysis of student perceptions, beliefs and behaviors related to academic integrity in their school. Analysis of a completed AMIS creates a baseline of data for future comparison and meaningful information to guide the school community in strategies to advance academic integrity and resist cheating. AMIS is an assessment instrument for The School for Ethical Education’s Integrity Works! program, which is a school intervention designed to promote academic integrity in middle and high schools.
There are a number of reasons why the AMIS might be a good choice for your school. Here are two good ones:
- Cheating is endemic in US secondary schools. Current research indicates that 90% or more students report some cheating behavior during each school year. The AMIS can provide a detailed picture of the extent and nature of problem at your school.
- Students in our research overwhelming voice support for their school leaders to implement strategies to reduce cheating and promote academic integrity. The AMIS can inform this process and its effects in a research-driven, evidence-based manner.
- Contact The School for Ethical Education
- Determine goals and objectives
- Establish sample size and survey timing
- Finalize contract for survey administration and reporting
- Administer survey via Survey Monkey planning for approximately 15-20 minutes for student survey completion
- Receive survey report within 30 days
- Analyze results to guide next steps to advance academic integrity
AMIS: Reliability and Validity
The Academic Motivation and Integrity Survey (AMIS) is a composite measure of original scales and existing scales created to assess adolescents’ perceptions, beliefs and behaviors related to academic dishonesty. After several rounds of pilot testing in high schools, the AMIS was implemented in five high schools (N=1530 students) as part of the Achieving with Integrity study.
Factor and reliability analyses conducted on all subscales in the AMIS indicated good to excellent factor structure and internal reliability. External validity of the AMIS was also very good . Finally, the AMIS demonstrated strong predictive validity.
See a more detailed reliability and
validity analysis here.
AMIS Report Summary
The report that is provided after an AMIS survey includes:
I. Sample demographics
II. Student motivation factors
1. Mastery or performance goals
2. Perception of school expectations
3. Perception of socio-moral climate
III. Perception of integrity policies
1. Policy effectiveness
2. Policy instruction
3. Teacher-led discussion
IV. Perception of peer norms
1. Frequency cheating is observed
2. Peer attitudes toward cheating
V. Beliefs related to cheating
1. Moral acceptability (right or wrong)
2. Personal responsibility (to not cheat)
3. Moral disengagement
VI. Academic behaviors
1. Copying homework
2. Unpermitted collaboration
3. Plagiarism *
4. Test cheating with personal notes*
5. Test cheating with others*
6. False excuses
7. Unpermitted assistance
8. Helping others cheat
VII. Reasons for cheating
1. Academic pressure
2. Ability or time constraints
3. Lack of motivation
VIII. Analysis of data with recommendations
*Items for conventional and electronic cheating
Sample AMIS Pages
[Click to enlarge a sample pages for the AMIS.]
Reflection on AMIS
The AMIS survey proved invaluable for our school. It made us realize the scope and magnitude our academic dishonesty problem. We also uncovered the rationalizations students give when they cheat. The survey helped sharpen the focus of our academic integrity committee’s (AIC) mission. – Mark Consorte, West Haven High School’s Social Studies Chair and AIC sponsor.
Jason M. Stephens, Ph.D., a past Templeton scholar and current faculty member of the Department of Educational Psychology in the Neag School of Education at the University of Connecticut, Storrs.
David B. Wangaard, Ed.D., past teacher and school principal and currently the Executive Director of The School for Ethical Education.
||AMIS Survey Admin. &
||On-site fee for
consulting, professional development and/or other
speaking engagements (up to 4 hrs) (not including travel
||Additional consulting time
on-site or off-site
Men of integrity, by their very existence, rekindle the belief that as a people we can live above the level of moral squalor. We need that belief; a cynical community is a corrupt community.
-John W. Gardner
For more information please contact
David Wangaard, Ed.D., Director
The School for Ethical Education
440 Wheelers Farms Rd., Milford, CT 06461
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