• KOL
    • Moral Reasoning
    • Matthew J Mayhew
    • Matthew J Mayhew: Influence Statistics

      Matthew J Mayhew

      Matthew J Mayhew

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      Department of Educational Studies, The Ohio State University, Columbus, Ohio, USA | The William Ray and Marie Adamson Flesher Professor of Educational Administration, The Ohio ...

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      Matthew J Mayhew:Expert Impact

      Concepts for whichMatthew J Mayhewhas direct influence:Moral reasoning,Campus climate,Planned behavior,Integrative learning,Innovation capacities,College students,Moral reasoning development,Appreciative attitudes.

      Matthew J Mayhew:KOL impact

      Concepts related to the work of other authors for whichfor which Matthew J Mayhew has influence:Higher education,Academic dishonesty,Moral reasoning,College students,Campus climate,Student engagement,Planned behavior.

      KOL Resume for Matthew J Mayhew

      Year
      2021

      Department of Educational Studies, The Ohio State University, Columbus, Ohio, USA

      The Ohio State University, https://orcid.org/0000-0002-1720-1162, View further author information

      2020

      Department of Educational Studies, Ohio State University, Columbus, OH, USA

      2019

      The Ohio State University, Columbus, Ohio, USA;, http://orcid.org/0000-0002-1720-1162

      2018

      Department of Educational Studies, Ohio State University, Columbus, Ohio, USA,

      Matthew J. Mayhew is the William Ray and Marie Adamson Flesher Professor of Educational Administration with a Focus on Higher Education and Student Affairs at The Ohio State University.

      2017

      The Ohio State University

      2016

      New York University, New York, NY, USA

      View further author information

      Matthew J. Mayhew is the William Ray and Marie Adamson Flesher Professor of Educational Administration at The Ohio State University.

      2015

      Matthew J. Mayhew is Associate Professor, Higher Education, Steinhardt School of Culture, Education, and Human Development, New York University.

      New York University, New York, USA

      2014

      Matthew J. Mayhew is Associate Professor of Higher Education at New York University;

      New York University, 82 Washington Square East Room 700, 10003, New York, NY, USA

      2013

      Department of Administration, Leadership, and Technology, 82 Washington Square East, Room 600, 10003, New York, NY, USA

      2012

      Matthew J. Mayhew is an Associate Professor of Higher Education at New York University.

      New York University, 82 Washington Square East, 6th Floor, 10003, New York, NY, USA

      2011

      New York University, 239 Greene Street, Suite 300, 10012, New York, NY, USA

      2010

      Matthew J. Mayhew is an Assistant Professor at New York University

      2009

      New York University, 239 Greene Street, Suite 300, 10003-6674, New York, NY, USA

      Matthew J. Mayhew is Assistant Professor of Higher Education in the Department of Administration, Leadership, and Technology

      2006

      Department of Student Life Assessment, University of North Carolina Wilmington, 28403, Wilmington, NC, USA

      University of North Carolina-Wilmington

      2005

      Institutional Research, University of North Carolina, Wilmington

      Center for the Study of Higher and Postsecondary Education, University of Michigan, USA

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      Sample of concepts for which Matthew J Mayhew is among the top experts in the world.
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      13932 students #1
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      Prominent publications by Matthew J Mayhew

      KOL-Index: 6946

      This study examines the use of a modified form of the theory of planned behavior in understanding the decisions of undergraduate students in engineering and humanities to engage in cheating. We surveyed 527 randomly selected students from three academic institutions. Results supported the use of the model in predicting ethical decision-making regarding cheating. In particular, the model demonstrated how certain variables (gender, discipline, high school cheating, education level, ...

      Known for Planned Behavior | Academic Dishonesty | Study Theory | Engineering Students | Model Variables
      KOL-Index: 4903

      Academic dishonesty (cheating) has been prevalent on college campuses for decades, and the percentage of students reporting cheating varies by college major. This study, based on a survey of 643 undergraduate engineering majors at 11 institutions, used two parallel hierarchical multiple regression analyses to predict the frequency of cheating on exams and the frequency of cheating on homework based on eight blocks of independent variables: demographics, pre-college cheating behavior, ...

      Known for Engineering Students | Academic Dishonesty | Planned Behavior | Moral Obligation | Frequency Cheating
      KOL-Index: 4808

      The purpose of this paper is to validate the use of a modified Theory of Planned Behavior (TPB) for predicting undergraduate student cheating. Specifically, we administered a survey assessing how the TPB relates to cheating along with a measure of moral reasoning (DIT- 2) to 527 undergraduate students across three institutions; and analyzed the data using structural equation modeling. Results confirmed using the modified TPB as a model for predicting student cheating and the importance ...

      Known for Planned Behavior | Structural Equation Modeling | Moral Reasoning | Modified Tpb Model | Cheating Students
      KOL-Index: 4038

      The purpose of this study was to examine how moral reasoning develops for 236 students enrolled in either a diversity course or a management course. These courses were compared based on the level of diversity inclusion and type of pedagogy employed in the classroom. We used causal modelling to compare the two types of courses, controlling for the effects of demographic (i.e., race, gender), curricular (i.e., previous course-related diversity learning) and pedagogical (i.e., active ...

      Known for Diversity Courses | Moral Reasoning | Implications Discussed
      KOL-Index: 3647

      The purpose of this paper was to determine the effects of deep approaches to learning on the moral reasoning development of 1,457 first-year students across 19 institutions. Results showed a modest positive relationship between our measures of deep approaches to learning and moral reasoning at the end of the first year of college even after controlling for precollege moral reasoning. After accounting for a host of demographic and relevant student characteristics and for the natural ...

      Known for Moral Reasoning | Deep Learning | Students Implications | Year College | Positive Relationship
      KOL-Index: 3095

      The purpose of this paper is to identify the factors that predict students’ perceptions of their institution’s success in achieving a positive climate for diversity. This study examines a sample of 544 students at a large, public, predominantly White Mid-Western institution. Results show that students’ perceptions of the institution’s ability to achieve a positive climate for diversity is a reflection of students’ precollege interactions with diverse peers and the institution’s ability ...

      Known for Positive Climate | Students Perceptions | Institution Ability | Race Gender | Paper Factors
      KOL-Index: 2906

      Understanding the developmental issues first-time college students face is critical for scholars and educators interested in learning and development. This purpose of this study was to investigate the differential impact of first-year college experiences on the moral reasoning development of 1,469 students in moral transition versus those in moral consolidation. Results demonstrated that developmental gains in moral reasoning varied as a function of students' moral phases; some students ...

      Known for Moral Reasoning | College Students | Diversity Courses | Development Purpose | Educators Interested
      KOL-Index: 2898

      This study extends the extant research on first-year programs to include a closer examination of their impact on student learning and democratic outcomes. Based on data collected from three courses—a first-year success course with an explicit focus on diversity, an introductory communication course, and an introductory engineering course—we examined student change across three outcomes: multicultural awareness, commitment to social justice, and attributional complexity. Our findings ...

      Known for Student Learning | Year Success | Social Justice | Implications Practice | Gains Outcomes
      KOL-Index: 2835

      Innovative approaches aimed at helping students engage with diversity abound in higher education institutions, but an understanding of effective practice in the realm of religious and worldview diversity is limited. Based on data collected from 13,776 college students attending 52 institutions across the country, this study employs multilevel modeling to examine how informal interactions with peers of diverse worldviews and participation in interfaith activities relate to pluralism ...

      Known for Pluralism Orientation | College Students | Campus Climate | 52 Institutions | Interfaith Engagement
      KOL-Index: 2520

      The purpose of this study was to investigate the co-curricular experiences, course-taking behaviors, and educational practices that influence the moral reasoning development of 1,469 first-year students at 19 American colleges and universities. Results showed that contexts and practices that encourage students to engage divergent perspectives when approaching a problem or issue are those most conducive to moral reasoning growth. Implications for researchers in higher education and moral ...

      Known for Moral Reasoning Development | Year Students | Higher Education | Curricular Experiences | Implications Researchers
      KOL-Index: 2447

      How do interactions with diverse peers affect moral reasoning development? Results from a longitudinal study of 171 students enrolled in an Intergroup Dialogue or Introduction to Sociology course indicate that students who experience more negative interactions with diverse peers report lower developmental gains in moral reasoning, although the effects are differentially manifested within each of the courses.

      Known for Moral Reasoning | Undergraduate Students | Diverse Peers | Development Longitudinal
      KOL-Index: 2433

      Using data collected via the Campus Religious and Spiritual Climate Survey (CRSCS), we examined how dimensions of the campus spiritual climate shape student satisfaction. The findings reveal that structural worldview diversity, space for support and spiritual expression, and provocative experiences with worldview diversity positively relate to satisfaction, while perceptions of a divisive psychological climate undermine satisfaction. There is no compelling evidence to suggest that the ...

      Known for Diverse Worldviews | Student Satisfaction | Campus Climate | Spiritual Expression | Religion Worldview
      KOL-Index: 2289

      Atheists are often marginalized in discussions of religious and spiritual pluralism on college campuses and beyond. As with other minority worldview groups, atheists face challenges with hostile campus climates and misunderstanding of their views. The present study used a large, multi-institutional sample to explore predictors of non-atheist college students’ appreciative attitudes toward atheists. Substantial differences were found across identities; secular and spiritual worldview ...

      Known for Appreciative Attitudes | College Students | Spiritual Worldview
      KOL-Index: 2258

      The purpose of this paper was to explore innovative entrepreneurship and to gain insight into the educational practices and experiences that increase the likelihood that a student would graduate with innovative entrepreneurial intentions. To this end, we administered a battery of assessments to 3,700 undergraduate seniors who matriculated in the spring of 2007; these students attended one of five institutions participating in this study. Results showed that, after controlling for a host ...

      Known for Innovative Entrepreneurship | Higher Education | Entrepreneurial Intentions | Increase Likelihood | Students Attended
      KOL-Index: 2117

      Based on a campus climate survey involving 633 respondents from two institutions, this study examined perceptions of nonreligious acceptance on campus as a function of students’ religious identification and strength of commitment to worldview. The findings suggest that atheist students are less inclined than are their peers to perceive a positive campus climate for nonreligious individuals. In addition, committed Christians tend to have more positive perceptions of the nonreligious ...

      Known for Campus Climate | Nonreligious Students

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      Department of Educational Studies, The Ohio State University, Columbus, Ohio, USA | The William Ray and Marie Adamson Flesher Professor of Educational Administration, The Ohio State University, Columbus, OH, USA | The Ohio State University, https://o

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