Interest and Academic Cheating

Published on Jan 1, 2007
路 DOI :10.1016/B978-012372541-7/50005-X
Gregory Schraw68
Estimated H-index: 68
(UNLV: University of Nevada, Las Vegas),
Lori Olafson11
Estimated H-index: 11
(UNLV: University of Nevada, Las Vegas)
+ 3 AuthorsMatthew T. McCrudden20
Estimated H-index: 20
(UNF: University of North Florida)
Publisher Summary This chapter examines the relationship between student interest and academic cheating. Both, personal and situational interest impact cheating. High personal interest decreases cheating. Situational factors, notably teacher effectiveness, that increase interest usually decrease cheating. However, some situational factors, notably lack of surveillance and high-stakes testing, increase cheating. This chapter examines how personal and situational factors such as student characteristics and attitudes are related to cheating. 10 personal factors (example, self-esteem, attitudes, and desire to learn) and 11 situational factors (example, teacher's knowledge, task difficulty, and pressure) that affect cheating, are identified. Another conclusion is that the content of a class matters. Some students may have strong personal interest in a topic prior to the class. Other students may develop situational interest because the information in the class is judged to be relevant or meaningfully connected to their lives. In addition, teachers often make classes more interesting by being knowledgeable, prepared, and excited about what they are teaching, which decreases cheating. Similarly, teachers who make classes engaging by using humor or demonstrating a thorough understanding of class content, and being able to relate that content to students' lives, should decrease cheating as well.
馃摉 Papers frequently viewed together
#1Eric M. Anderman (UK: University of Kentucky)H-Index: 45
#2Carol Midgley (UM: University of Michigan)H-Index: 53
Abstract Changes in early adolescents' self-reported cheating behaviors in mathematics before and after the transition from middle school to high school are examined. Students were surveyed in school regarding their cheating behaviors in math, and the motivational goal structures perceived in their math classrooms. Surveys were completed twice during the eighth grade (during middle school) and once at the end of the ninth grade (at the end of the first year in high school). Results indicated tha...
This study investigated the attitudes and beliefs of 291 science students at a large university in the UK about plagiarism involving the Internet. Students from seven undergraduate classes, ranging from Year 1 to Year 3, completed a 12-item questionnaire anonymously, but in the presence of the investigator and a host lecturer. The results revealed that more than 50 percent of the students indicated an acceptance of using the Internet for academically dishonest activities. Males and first- and se...
This article reviews 172 studies that used the Defining Issues Test to investigate the moral development of undergraduate college students and provides an organisational framework for analysing educational contexts in higher education. These studies addressed collegiate outcomes related to character or civic outcomes, selected aspects of students' collegiate experiences related to moral judgement development and changes in moral reasoning during the college years as they related to changes in ot...
#1Gregory Schraw (NU: University of Nebraska鈥揕incoln)H-Index: 68
#2Terri Flowerday (NU: University of Nebraska鈥揕incoln)H-Index: 2
Last. Stephen Lehman (NU: University of Nebraska鈥揕incoln)H-Index: 2
view all 3 authors...
This paper explores three ways to increase situational interest in the classroom. Situational interest is defined as temporary interest that arises spontaneously due to environmental factors such as task instructions or an engaging text. We review the history of interest research and summarize recent empirical work. We describe three ways to increase interest based on offering meaningful choices to students, selecting well-organized texts that promote interest, and providing the background knowl...
#1Gregory Schraw (NU: University of Nebraska鈥揕incoln)H-Index: 68
#2Stephen Lehman (NU: University of Nebraska鈥揕incoln)H-Index: 2
This paper reviews theoretical and empirical research on situational interest. A distinction is made between situational and personal interest. The former is spontaneous and context-specific, whereas the latter is enduring and context-general. We summarize historical perspectives and recent empirical findings on situational interest. Five emergent themes are identified that focus on relationships among situational interest, information processing, and affective engagement. We also discuss import...
#1Tamera B. Murdock (UMKC: University of Missouri鈥揔ansas City)H-Index: 19
#2Natalie M. Hale (UMKC: University of Missouri鈥揔ansas City)H-Index: 3
Last. Mary Jo Weber (UMKC: University of Missouri鈥揔ansas City)H-Index: 1
view all 3 authors...
Abstract This study examined the relations between middle school students' self-reported cheating and several indicators of academic and social motivation. It was hypothesized that students' academic self-efficacy and personal and classroom goal orientations would predict cheating. Social motivations were presumed to predict cheating above and beyond achievement motivation. Four dimensions of relationships within schools were measured: participation structure, teacher commitment and competence, ...
#1Philip H. Winne (SFU: Simon Fraser University)H-Index: 70
#2Nancy E. Perry (UBC: University of British Columbia)H-Index: 19
Publisher Summary Research on self-regulated learning (SRL) and measurement protocols used in this chapter are relatively new and inherently intertwined enterprises. Each helps to bootstrap the other. One adopts the view that a measurement protocol is an intervention in an environment, disturbing it in a fashion that causes data to be generated. Using that data and logic of causal inference, he/she infers properties and qualities of a target of measurement. Thus, measurement involves understandi...
This article deals with the relation between interest and learning from text. In the first section, the concepts of personal and situational interest and their relation to motivation are clarified. Based on my own studies and findings from other studies, the next sections present evidence for substantial relations between interest and text learning. These relations appear to be stronger for deep-level learning than surface-level learning and seem to be largely independent of prior knowledge and ...
#1Suzanne E. Wade (UofU: University of Utah)H-Index: 13
#2William M. Buxton (State University of New York at Cortland)H-Index: 2
Last. Michelle Kelly (State University of New York at Cortland)H-Index: 1
view all 3 authors...
Using multiple measures, this two-part investigation examined what text characteristics readers considered interesting and uninteresting, the relationships among these text characteristics, and how interest affected recall in two different expository texts on a high-interest topic鈥攄inosaurs. Based on think-alouds and postreading verbal reports of college students in the first experiment, five text characteristics were most associated with interest: (a) information that was important, new, and va...
#1David A. Bergin (UT: University of Toledo)H-Index: 18
Theories of interest and motivation give little specific advice to teachers regarding curriculum decisions about how to attract interest in classroom activities. Although educators should keep in mind the fact that attempts to enhance interest can be irrelevant to learning, and may even undermine learning, promoting interest can enhance learning if applied appropriately; therefore, educators could benefit from understanding factors that predict and enhance interest. In this article, I discuss in...
Cited By21
The COVID-19 pandemic has caused an abrupt shift in biology courses, with many transitioning to online instruction. This has led to an increased concern about academic integrity and cheating in online courses. Here, I draw upon the peer-reviewed literature to provide evidence-based answers to four questions concerning cheating and online biology courses: (i) What types of cheating are prevalent with the shift to online instruction? (ii) Should instructors make assessments open book and open note...
#1Arti SiddhpuraH-Index: 4
#2Milind SiddhpuraH-Index: 5
Various types of academic misconducts including plagiarism have recently been a matter of concern for engineering educators and administrators. Apart from being a form of academic misconduct, plagiarism hinders the students from developing critical thinking and analysis abilities. If the issue is related with another newer form of academic misconduct known as contact cheating, where students can hire a third party to create their assignments, it poses serious threat to academic standard, quality...
#1Tajana Ljubin-Golub (University of Zagreb)H-Index: 3
#2Ema Petri膷evi膰 (University of Zagreb)H-Index: 2
Last. Katarina Soki膰H-Index: 3
view all 3 authors...
Recent research has suggested that both the Honesty-Humility dimension, psychopathic traits and cheating attitudes are important predictors of academic dishonesty. The present study examined: a) the incremental role of triarchic psychopathic traits in academic cheating over the Honesty-Humility dimension; b) the incremental role of cheating attitudes over personality; c) the mediating role of cheating attitudes in the relationship between different psychopathic components and academic cheating. ...
#1Yehuda Peled (Western Galilee College)H-Index: 8
#2Yovav EshetH-Index: 5
Last. Keren Grinautski (University of Haifa)H-Index: 3
view all 4 authors...
Abstract Unethical behaviors within the academic environment, academic dishonesty (AD), is a well-researched phenomenon. Various factors explain this phenomenon. This study investigates and presents a new structural model for determinants of AD, linking types of motivation, students' attitudes, personality traits, and cultural backgrounds (presented by country according to Hofstede's cultural dimensions theory) as predictors of AD in the context of traditional and distance-learning courses in hi...
#1Stephanie BellH-Index: 1
Purpose The purpose of this paper is to conceptualize principled plagiarism education in library learning commons. Design/methodology/approach The synthesis of literature from library and information science, writing studies, and study skills illuminates academic cultures of speech reporting, causes of undergraduate student cheating behaviors and blunders in source use and attribution, and recommended best teaching practices. Findings Library learning commons are particularly well positioned to ...
#1Eric James Mosterd (USD: University of South Dakota)H-Index: 1
#1Bradford Barnhardt (University High School)H-Index: 3
#2Paul Ginns (USYD: University of Sydney)H-Index: 34
The psychological teaching鈥搇earning contract model of academic integrity, presented herein, features a social contract-based mechanism for moral judgment that is hypothesized to underlie the 鈥渂elief鈥揵ehavior incongruity,鈥 that is, the noted frequency with which students who believe cheating is immoral still cheat. High school students (N聽=聽493) from 11 international schools in 9 countries participated in the study. Results suggest that students often regard the cheating they do within a given co...
#1Nina Pavlin-Bernardi膰 (University of Zagreb)H-Index: 4
#2Daria Rovan (University of Zagreb)H-Index: 3
Last. Jurana Pavlovi膰 (University of Zagreb)H-Index: 1
view all 3 authors...
We investigated the frequency of secondary school students鈥 self-reported cheating in mathematics and relationships between cheating and motivational beliefs, as well as neutralizing attitudes. Two types of cheating were examined: active cheating, which is aimed to increase a person鈥檚 own success, and second-party cheating, aimed to help other students achieve success. Students use second-party cheating very often and more than active cheating. Motivational beliefs are significantly related to a...
#1Faizah Idrus (IIUM: International Islamic University Malaysia)H-Index: 4
#2Zubir Asadi (IIUM: International Islamic University Malaysia)H-Index: 1
Last. Nor Zainiyah Norita Mokhtar (IIUM: International Islamic University Malaysia)H-Index: 1
view all 3 authors...
The paper examines the connection between academic dishonesty and achievement motivation among year two, three and four undergraduate students at the two selected kulliyyah (faculties) of the International Islamic University Malaysia (IIUM). The overall finding of this investigation reveals that there are significant differences in relation to the level of academic dishonesty, gender, and kulliyyah but not on achievement motivation. In general, both intrinsic motivation and extrinsic motivation ...
#1Bradford Barnhardt (USYD: University of Sydney)H-Index: 3
The incidence and moral implications of cheating depend on how it is defined and measured. Research that defines and operationalizes cheating as an inventory of acts, that is, 鈥渃heating in any form,鈥 has often fueled concern that cheating is reaching 鈥渆pidemic proportions.鈥 Such inventory measures appear, however, to conflate moral and administrative conceptions of the problem. Inasmuch as the immorality of behavior is a function of moral judgment, academic misconduct is immoral only when it is ...
This website uses cookies.
We use cookies to improve your online experience. By continuing to use our website we assume you agree to the placement of these cookies.
To learn more, you can find in our Privacy Policy.