Cheating during examinations is triggered by peer influence. It makes every learner know and do what should not be done. Cheating during examinations defeats the purpose of understanding, applying and creating ideas as stipulated in the revised Bloom's taxonomy by Anderson. The study reported here was designed to delve into the reasons and aspirations of the respondents in their cheating engagement. Sixteen (16) key informants, selected using random sampling procedure among Junior and Senior High School learners of Roxas National Comprehensive (...) High School in Palawan during the months of June to October 2016, completed open-ended questionnaires and took part in the interview. NVivo software was used in the analysis of the themes that emerged from the data. This study discovered that friendship is manipulated, for it makes doing right things unacceptable and things to be avoided like cheating seem right and acceptable. The behavior about cheating during examination is deeply rooted in the culture of pakikisama (social acceptance/liking) and utang ng loob (debt of gratitude). If a learner does not share his or her answers, he or she will be labeled as walang pakisama (no concern).This paper then argues that honesty should not be just a policy; rather, honesty in this case, is the only policy. Condemning academic dishonesty must not merely rest in the enrollment forms, but by constant moral reminder and intervention of teachers who have a responsibility to hone learners' decorum on honesty and maturity. (shrink)

The purpose of the present studies was to evaluate and predict academic cheating with regard to a national examination in a Middle East country. In Study 1, 4,024 students took part and potential cheaters were classified as those having discrepant scores in multiple administrations that exceeded 1 SD in absolute terms. A latent class mixture analysis suggested two pathways for potential cheating: (a) The first path involved students—most male—who changed city or region of examination during test taking, and (b) the (...) second path described students—most male—who did not change city, region, or center of administration. Study 2 profiled cheaters using a sample of examinees who were actually caught cheating. Participants were 545 students, 253 of whom were caught cheating between 2002 and 2012. Both samples were selected from a pool of 319,219 testees using random sampling procedures. Results indicated that a 4-class solution best fitted the data as in Study 1. Furthermore, a predictive model was tested with an independent cross-validation sample of 112 examinees (56 cheaters, 56 noncheaters). Results indicated that the model classified correctly 78.57 of the new cheating cases (sensitivity) and 94.64% of noncheaters (specificity). (shrink)

This study investigated students? perceptions of their own and their peers? academic dishonesty (AD), their reasons for this dishonesty, their achievement goals, and their willingness to report AD (WRAD) within a Chinese cultural context. The results identified students? belief that their peers had a greater likelihood of engaging in AD and had more motivation to do so than did the students themselves. Gender and academic major did not affect students? WRAD. However, students were significantly more willing to report classmates than (...) friends. In terms of the participants? self-perceptions and peer perceptions concerning motivations for AD, more female students cited the lack of penalties as the reason for their own and their peers? AD, whereas male students more frequently cited their lack of attention to schoolwork as the reason for their own AD. In contrast to students in the social sciences, business students more frequently cited inadequate capabilities as the reason for their AD, and engineering students more frequently attributed their AD to self-interest. Multiple regression analysis demonstrated that three motivations for AD (opportunism, inadequacy, and self-promotion) could positively predict AD, whereas mastery-approach goals could negatively predict AD. (shrink)

The current study explored high school student cheating in communities of advantage, gathering survey data from 4,316 high school students in upper middle class communities and qualitative data from a smaller group of students, school leaders, teachers, and parents. Results indicated pervasive cheating among students (93% reported cheating at least once and 26% of upperclassmen indicated cheating in 7 or more of 13 ways listed on the survey). Students described schools as lacking clarity or consequences regarding cheating and expressed feeling (...) forced to cheat in a school culture that promotes getting ahead over learning. The discussion focuses on why advantaged contexts are ripe for student cheating and proposes strategies for change. (shrink)

ABSTRACT As a culture-specific phenomenon, academic dishonesty remains an under-researched domain. The purpose of this study was to voice teachers’ perceptions of: the influential factors contributing to AD, the consequences of AD for the quality of teacher–student relationships, and the specific strategies for regulating TSR. Using a qualitative phenomenological design, we attempted to present a detailed description of teachers’ lived experiences regarding the above aims. The participants were English language and Mathematics teachers with different personal and professional characteristics working in (...) public high schools of Iran. Data was collected through intensive semi-structured interviewing and analyzed by a five-step approach applied to phenomenology in psychological research. Data analysis revealed three general themes regarding teachers’ perceptions with several components. We found that the lack of attention and intrinsic motivation were the prominent perceived factors with consequences for TSR. Also, personal talk and active supervision were the common techniques that teachers utilized with students who commit AD to manage and control the TSR quality. The results were discussed with reference to teachers’ academic discipline, gender, and teaching experience. (shrink)

This article argues that document analysis can add a more nuanced understanding of student ethical reasoning and enhance current approaches to cheating research. To demonstrate the benefits of this approach, I examine the cheating epidemic at Stuyvesant High School through editorials in their school newspaper. Stuyvesant is known for academically talented students focused on elite college admission. My findings suggest that the influence of achievement culture on cheating is more complex than what was captured by the school’s internal cheating survey (...) or in traditional cheating research. Further, contrary to existing expectations, students do not collaborate purely to boost their own academic performance. In a system they define as unfair and rigged, they collaborate even when it puts them at an academic disadvantage. The finding that there is a sense of communal rebellion against their achievement-oriented context demonstrates the efficacy of document analysis as a complementary approach for understanding student cheating. (shrink)

It is widely assumed that religion is responsible for dictating and guiding moral behavior. This study investigated that claim and its relationship to monetary incentive, self-esteem, and gender within the context of academic dishonesty. A sample of 65 undergraduate students were assessed using a revision of Allport's Religious Orientation Scale and then monitored for cheating on a computerized version of the Graduate Records Exam under different experimental conditions. Self-esteem and monetary incentive were manipulated, and gender was selected to measure their (...) effect on cheating behavior. Results of this study found that: participants’ religious orientation was not related to their tendency to cheat in any way; participants cheated significantly more when receiving monetary incentive for their performance than when they did not; participants with induced low self-esteem cheated significantly more than those with induced high self-esteem; and men cheated more than women at a level that bordered on significance. Academic performance was not found related to academic cheating. Findings are discussed in the context of existing literature. (shrink)