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This article draws on moral theory to explore how 415 adolescents made decisions when confronted with cyberbullying events and further examines whether adolescents with different individual factors (i.e., gender and educational level) have differences in moral philosophy and cyberbullying intention. A scenario-type questionnaire including three cyberbullying events (harassment, denigration and exclusion) was employed to investigate how students apply five moral philosophies in different cyberbullying cases and their engagement intentions in these activities. The results indicated that adolescents adopted a mixed moral philosophy to evaluate cyberbullying events. Females were more inclined to adopt stricter moral equity and relativism to evaluate cyberbullying incidents, while males possessed stronger cyberbullying intention in all scenarios. Junior high school participants tended to believe that all types of cyberbullying are less beneficial to them than university participants. In addition, five moral philosophies can conjointly forecast intentions in three scenarios, accounting for 42 to 57% of the variance. Among them, moral equity is a common predictor. Based on the results, recommendations are provided to reduce the possibility of cyberbullying occurrence by strengthening the content of moral education.

The popularity of Internet usage and the diverse and rich information available online make it easier for students to engage in academic misconduct, especially Internet plagiarism (IP). Therefore, this study investigated the IP intention of Chinese students and analyzed the influence of gender, educational level, achievement goals (AG), low self-control, acceptance, and plagiarism experience on it. A total of 551 students from high school to university participated in this study. It was found that male students had more IP experience than female students, and college students had more IP experience and higher IP intentions than high school students. Correlation analysis showed that all variables in this study were related to each other. Regression analysis showed that AG, low self-control, plagiarism acceptance, and past experience jointly predicted IP intention with a high level of predictive explanatory power (64%). Specifically, students with a dominant mastery approach had lower IP intentions, whereas students with a more impulsive personality, more acceptance of IP, and more IP experience had higher IP intentions. Considering these findings, this article puts forward suggestions to reduce IP. [ABSTRACT FROM AUTHOR]