Cheating in College McCabe, Donald L; Treviño, Linda K; Butterfield, Kenneth D
2012, 2012-11-01
eBook
Today’s students are tomorrow’s leaders, and the college years are a critical period for their ethical development. Cheating in College explores how and why students cheat and what policies, ...practices, and participation may be useful in promoting academic integrity and reducing cheating.
The authors investigate trends over time, including internet-based cheating. They consider personal and situational reasons and the culture of groups where dishonesty is more common (such as business majors) and social settings that support cheating (such as fraternities and sororities).
Faculty and administrators are increasing their efforts to promote academic honesty among students. Orientation and training sessions, information on college and university websites, chapters in student handbooks that describe codes of conduct, honor codes, and course syllabi all define cheating and establish the consequences.
Based on the authors’ multiyear, multisite surveys, Cheating in College quantifies and analyzes student cheating to demonstrate why academic integrity is important and the cultural efforts that are effective in restoring it.
In recent years, online learning has received more attention than ever before. One of the most challenging aspects of online education is the students' assessment since academic integrity could be ...violated due to various cheating behaviors in online examinations. Although a considerable number of literature reviews exist about online learning, there is no such review study to provide comprehensive insight into cheating motivations, cheating types, cheating detection, and cheating prevention in the online setting. The current study is a review of 58 publications about online cheating, published from January 2010 to February 2021. We present the categorization of the research and show topic trends in the field of online exam cheating. The study can be a valuable reference for educators and researchers working in the field of online learning to obtain a comprehensive view of cheating mitigation, detection, and prevention.
ABSTRACT
Selecting the right methodology to use for detecting cheating in online exams requires considerable time and effort due to a wide variety of scholarly publications on academic dishonesty in ...online education. This article offers a cheating detection framework that can serve as a guideline for conducting cheating studies. The necessary theories and related statistical models are arranged into three phases/sections within the framework to allow cheating studies to be completed in a sufficiently quick and precise manner. This cheating detection framework includes commonly used models in each phase and addresses the collection and analysis of the needed data. The model's level of complexity ascends progressively from a graphical representation of data and descriptive statistical models to more advanced inferential statistics, correlation analysis, regression analysis, and the optional comparison method and the Goldfeld‐Quandt Test for heteroskedasticity. An instructor receiving positive results on the possibility of cheating in Phases 1 or 2 can avoid using more advanced models in Phase 3. Tests conducted on sample courses showed that models in Phases 1 and 2 of the proposed framework provided results effectively for over 70% of the test groups, saving users further time and effort. High‐tech systems and low‐cost recommendations that can mitigate cheating are discussed. This framework will be beneficial in guiding instructors who are converting from the traditionally proctored in‐class exam to a take‐home or online exam without authentication or proctoring. In addition, it can serve as a powerful deterrent that will alleviate the concerns that an institution's stakeholders might have about the reliability of their programs.
Corruption in Higher Education: Global Challenges and Responses discusses the magnitude of this phenomenon, its complexity, and the actions that are needed to mitigate it.
If media reports are to be believed, Australian universities are facing a significant and growing problem of students outsourcing their assessment to third parties, a behaviour commonly known as ...'contract cheating'. Teaching staff are integral to preventing and managing this emerging form of cheating, yet there has been little evidence-based research to inform changes to their practice. This paper reports on the findings of a large-scale survey of teaching staff in Australian universities on the topic of contract cheating. It investigated staff experiences with and attitudes towards student cheating, and their views on the individual, contextual and organisational factors that inhibit or support efforts to minimise it. Findings indicate that contract cheating could be addressed by improving key aspects of the teaching and learning environment, including the relationships between students and staff. Such improvements are likely to minimise cheating, and also improve detection when cheating occurs.
•The consequence of cheating on learning was investigated among middle school children.•Children self-scored their own math test, and 54% cheated by marking one or more errors as correct.•Children ...were given the same test again later, this time without the self-scoring.•When children cheated, they were more likely get the same questions wrong again on their second try.•The results provide the first experimental evidence that cheating can interfere with children’s learning.
There has been extensive research on the causes of academic cheating, but little is known about its consequences. The current research sought to fill this gap in the literature by examining how cheating by middle school children (total N = 198) affects their learning outcomes. In a naturalistic paradigm, children scored a math test they had taken previously, which gave them an opportunity to cheat by falsely scoring incorrect answers to be correct. Results from this phase showed that 54 % of the children cheated on at least one question. One week later, the children took the same test again, but this time without being given an opportunity to cheat. Among children who cheated, items they had answered incorrectly on the first round showed significantly less improvement on the second round if they had dishonestly scored them as correct rather than honestly scoring them as incorrect. This finding provides the first experimental evidence that academic cheating can interfere with children’s learning.
Workplace cheating behavior is unethical behavior that seeks to create an unfair advantage and enhance benefits for the actor. Although cheating is clearly unwanted behavior within organizations, ...organizations may unknowingly increase cheating as a byproduct of their pursuit of high performance. We theorize that as organizations place a strong emphasis on high levels of performance, they may also enhance employees' self-interested motives and need for self-protection. We suggest that demands for high performance may elicit performance pressure-the subjective experience that employees must raise their performance efforts or face significant consequences. Employees' perception of the need to raise performance paired with the potential for negative consequences is threatening and heightens self-protection needs. Driven by self-protection, employees experience anger and heightened self-serving cognitions, which motivate cheating behavior. A multistudy approach was used to test our predictions. Study 1 developed and provided validity evidence for a measure of cheating behavior. Studies 2 and 3 tested our predictions in time-separated field studies. Results from Study 2 demonstrated that anger mediates the effects of performance pressure on cheating behavior. Study 3 replicated the Study 2 findings, and extended them to show that self-serving cognitions also mediate the effects of performance pressure on cheating behavior. Implications of our findings for theory and practice are provided.
Across four experimental studies, individuals who were depleted of their self-regulatory resources by an initial act of self-control were more likely to “impulsively cheat” than individuals whose ...self-regulatory resources were intact. Our results demonstrate that individuals depleted of self-control resources were more likely to behave dishonestly (Study 1). Depletion reduced people’s moral awareness when they faced the opportunity to cheat, which, in turn, was responsible for heightened cheating (Study 2). Individuals high in moral identity, however, did not show elevated levels of cheating when they were depleted (Study 3), supporting our hypothesis that self-control depletion increases cheating when it robs people of the executive resources necessary to identify an act as immoral or unethical. Our results also show that resisting unethical behavior both requires and depletes self-control resources (Study 4). Taken together, our findings help to explain how otherwise ethical individuals predictably engage in unethical behavior.
Academic dishonesty is a common problem at universities around the world, leading to undesirable consequences for both students and the education system. To effectively address this problem, it is ...necessary to identify specific predispositions that promote cheating. In Polish undergraduate students (N = 390), we examined the role of psychopathy, achievement goals, and self-efficacy as predictors of academic dishonesty. We found that the disinhibition aspect of psychopathy and mastery-goal orientation predicted the frequency of students' academic dishonesty and mastery-goal orientation mediated the relationship between the disinhibition and meanness aspects of psychopathy and dishonesty. Furthermore, general self-efficacy moderated the indirect effect of disinhibition on academic dishonesty through mastery-goal orientation. The practical implications of the study include the identification of risk factors and potential mechanisms leading to students' dishonest behavior that can be used to plan personalized interventions to prevent or deal with academic dishonesty.
To stop cheating behaviors in the online game, game providers have taken various measures, especially the anti-cheating system (ACS), but cheating behaviors are still endless. From the perspective of ...information interaction, this paper aims to analyze how to effectively persuade gamers to give up cheating. In academic literature, ELM and signaling theory are mainly used for information interaction. Signaling theory provides a relatively concrete framework for information transmission, and ELM explains information processing in the receiver's perception. For maximizing their benefits, we propose a united persuasion model that signals (technical advantage, attitude of game providers, perceived risk, source credibility, and critical mass) and personal factors (self-efficacy, personal engagement, and positive cheating attitude) are regarded to affect gamer's intention to stop cheating. Based on data collected from 248 gamers who have held the intention to cheat once in China, the result reveals technical advantage cannot give significant influence on intention to stop cheating, which answers why current ACS cannot work as expected. Interestingly, intention to stop cheating is negatively influenced by the attitude of game provider, indicating coercive measures may cause a gamer's psychological reactance. Result also suggests personal factors significantly affect the intention to stop cheating. Our study helps game providers effectively persuade gamers to give up cheating, and also provides directions for future information interaction-related studies.
•Anti-cheating technical advantage may not decrease cheating intention.•Attitude of game provider negatively affects intention to stop cheating.•Gamers prefer using simple information to decide whether to stop cheating or not.•Personal factors significantly influence the intention to stop cheating behavior.
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