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)
Sources
Abstract
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.
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#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...
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#1Gregory Schraw (NU: University of Nebraska鈥揕incoln)H-Index: 68
#2Terri Flowerday (NU: University of Nebraska鈥揕incoln)H-Index: 2
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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...
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#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...
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#1Tamera B. Murdock (UMKC: University of Missouri鈥揔ansas City)H-Index: 19
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#1David A. Bergin (UT: University of Toledo)H-Index: 18
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