Examining Theory and Theoretical Frameworks
Maintaining academic integrity involves a strategy that supports ethical behavior in higher education. Everyone within the academic setting, including students and faculty members, is a part of the system. Notably, students are expected to present original, truthful work, and lecturers are expected to articulate clear parameters while providing feedback within reasonable time limits. As motivation theories suggest, all these stakeholders should, as much as possible, uphold the six guiding principles of academic integrity even during difficult times: Examining Theory and Theoretical Frameworks.
Self-Determination Theory
An example of a particular academic integrity theory that demonstrates personal initiative is the pursuit of self-determination by Richard Ryan and Edward Deci. Self-Determination Theory (SDT) explains that a person is able to find motivation to act autonomously. In this regard, a challenge is posed to the notion that people can only be motivated to increase their output through incentives. Faculty and students can utilize self-motivation to maintain academic integrity in challenging situations.
Notable changes have been introduced to align the theory with broader principles of life sciences. Initially, the theory implied that humans were in total control; hence, the way they do things is a product of their initiatives only. However, psychologists have since incorporated the impact of relationship differences and objectives as factors that may affect personal initiative (Ryan & Deci, 2019). For instance, a student may be dedicated to completing tasks for all the right reasons, but if one has poor relations with their teacher, they may not achieve this objective because a teacher is key to guiding the student.
Learners and faculty members can leverage the theory to discover techniques that they can apply individually and uphold academic integrity. For instance, the theory will provide insights into how scholars and school administrators can create an enabling environment that helps learners realize their full potential. For instance, the theory will illustrate how autonomy may facilitate students in upholding academic integrity.
In the same breath, the SDT theory demonstrates how intrinsic motivation drives the desire to excel without resorting to dishonesty. To that end, my work will contribute toward strengthening the SDT framework by examining the techniques scholars and educators may leverage to create environments that bolster autonomy and individual competence.
Reinforcement Theory
The reinforcement theory created by B.F. Skinner delves into how people learn behaviors and develop the ability to act. It examines operant conditioning techniques that can be leveraged to enhance the achievement of a desired behavior Gordan & Krishanan (2014). As the name suggests, an external party is required to provide stimuli, in the form of positive reinforcement, to contribute to shaping behavior.
Over the years since 1930, Skinner’s behavioral system has undergone significant evolution. One of the significant changes that has been made is about the impact of punishment as a stimulus. Initially, Skinner implied that a response could only occur in the presence of stimuli, but he later discovered that the absence of stimuli could also evoke a reaction (Santos & Neto, 2019).
Also, Skinner has adjusted the theory by introducing two types of conditioning: operant and response conditioning. These conditioning techniques were initially referred to as Type I and Type II. Another significant change was the definition of punishment. Skinner initially perceived that punishment is equivalent to negative conditioning (Santos & Neto, 2019). However, in 1938, he revised this reasoning to suggest that punishment is not necessarily negative conditioning, as the entire process is intended to reinforce positive performance.
Skinner’s reinforcement theory will enrich my research into academic integrity in professional writing by providing motivation features that can bolster performance. According to Gordan and Krishanan (2014), one of the motivational features that can improve performance is persistence even when the chances of success are vanishing. Additionally, Skinner emphasizes the need for direction, highlighting the role scholars play in helping learners improve their competence in specific areas of learning.
My research work will contribute to a deeper development of the reinforcement theory by providing reinforcement strategies specific to academic behavior. One area that the reinforcement theory promotes is the need to provide fair feedback and evaluation. By rewarding students who engage in honest work, they will be intrinsically motivated to do honest work in the future.
Expectancy Theory
Victor Vroom developed the expectancy theory in 1966. The primary argument of the theory is that people derive motivation from the conviction that completing tasks will yield positive outcomes (Bandhu et al., 2024). That means people are unlikely to engage in endeavors they are convinced will not yield much.
The expectancy theory has undergone some changes since it was founded. A key development was the introduction of goals to influence outcomes when completing tasks. Having goals in place gives people a reason to pursue tasks, while attaining the goals yields fulfillment.
Challenges stir one’s innovative mind and push one toward overcoming the challenge. By thinking about the relief of overcoming challenges, an individual will be motivated to put in more effort.
The expectancy theory can be used to enrich research into academic integrity and professional writing. From the outset, the three components of the theory —expectancy, instrumentality, and valence — will provide a yardstick for how students and members of the research community can improve outcomes. Firstly, expectancy will help students and scholars conduct a cost-benefit analysis of engaging in plagiarism and decide whether it is a worthy pursuit or not. Instrumentality will also come into play when linking actions and perceived outcomes, such that if a scholar believes that honest work will enhance their reputation, they are unlikely to engage in dishonest work.
Finally, valence applies to the value one attaches to academic integrity, such as recognition for engaging in honest work or the trust one will receive from peers. Based on this foundation, the expectancy theory will provide key insights into understanding the fundamental principles of scholarly integrity and how they can be applied in a real-world setting. Since the theory has mostly been applied in organizational settings such as the workplace, my work will contribute to its deeper understanding by providing insights about its applicability in an educational setting.
References
Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: a Comprehensive Analysis of Human Behavior Drivers. Acta Psychologica, 244(1), 1–16. https://doi.org/10.1016/j.actpsy.2024.104177
Gordan, M., & Krishanan, I. A. (2014). A review of BF Skinner’s ‘Reinforcement Theory of Motivation’. International journal of research in education methodology, 5(3), 680-688.
Locke, E. A., & Latham, G. P. (2002). Building a Practically Useful Theory of Goal Setting and Task Motivation: a 35-year Odyssey. American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and Extrinsic Motivation from a self-determination Theory perspective: Definitions, theory, practices, and Future Directions. Contemporary Educational Psychology, 61(1), 1–11. https://doi.org/10.1016/j.cedpsych.2020.101860
Ryan, R. M., & Deci, E. L. (2019). Brick by brick: The origins, development, and future of self-determination theory. Elsevier Academic Press.
Santos, B. C. dos, & Neto, M. B. de C. (2019). B. F. Skinner’s evolving views of punishment: I. 1930-1940. Revista Mexicana de Análisis de La Conducta, 45(2), 149–172. https://www.redalyc.org/journal/593/59367995001/html/
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Question 
Assignment 3: Examining Theory and Theoretical Frameworks
Background
Now that we’ve explored the definitions of a theory and a theoretical framework, it’s time to dig deep into some options. Because there are so many theories that you can choose from, selecting the one or two that best support your research can be challenging at first, especially as each theory can lead your study in different directions.
Go ahead and explore theories. Often a Google search is a great way to start. For example, you can query “motivational theories,” and you’ll get LOTS of results!
Instructions
In this assignment, you’ll explore three theories that may work to create a lens to view your topic of interest. For your assignment, answer the following questions for each of the three theories you have selected, using about 1 page for each theory:
- What is the name of the theory?
- Who is the author or creator of the theory?
- How has the theory changed and evolved since its original development?
- How might this theory help frame your work?
- How can your work contribute to a deeper development of this theory?
Examining Theory and Theoretical Frameworks
Note that the purpose of this assignment is to help you then pick one or two of these three theories you have explored to help you form the basis for writing the theoretical framework section of Chapter 1 of your dissertation during Week 7.
Length: 3-pages total, 1 page for each theory summary, all in the same Word document.
References: Include a minimum of 3 scholarly resources.
Note:
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