Cheating Behavior Research Articles

From Deception to Rejection: Unraveling the Impact of Workplace Cheating Behavior on Coworker Ostracism

From Deception to Rejection: Unraveling the Impact of Workplace Cheating Behavior on Coworker Ostracism

How to Best Measure Academic Dishonesty in Students

Abstract: Addressing a pervasive problem in educational institutions, investigations into academic dishonesty by students have produced a vast body of empirical research, mostly based on self-report measures. However, the literature repeatedly points to inconsistencies in assessment methods and unclear measurement quality. We conducted a preregistered systematic review to compare and evaluate self-report assessments (including past cheating behavior and cheating intentions). Of 256 instruments in 231 studies, 70% were unique self-report measures and 38.7% of studies did not investigate or report psychometric quality criteria. As such, the academic dishonesty literature is no exception in questionable measurement practices, where reports often lack key measurement information, such as the full item list (missing in 32%) or the time frames for behavioral assessment (missing in 50.4%). Our findings illustrate the threat to interpretability and comparability due to a lack of psychometric understanding and inconsistent measurement approaches. Contrary to aiming at a unified measure, we propose a focus on best practices in measurement construction and reporting to address diverse contexts, populations, and research questions. To guide future research, we provide a selection of psychometrically validated scales, recommendations for analysis, operationalization, and reporting, and discuss methodological considerations to enhance the psychometric foundation of academic dishonesty research.

Effectiveness of Unproctored vs. Teacher-Proctored Exams in Reducing Students’ Cheating: A Double-Blind Randomized Controlled Field Experimental Study

Unproctored and teacher-proctored exams have been widely used to prevent cheating at many universities worldwide. However, no empirical studies have directly compared their effectiveness in promoting academic integrity in actual exams. To address this significant gap, in four preregistered field studies, we examined the effectiveness of unproctored and teacher-proctored exam formats in deterring cheating behavior among university students and the role of academic integrity reminders. All four studies used a double-blind, randomized, controlled design. Before taking an exam, students were randomly assigned to take either an unproctored condition or a teacher-proctored exam, with or without receiving an academic integrity reminder. We found that the unproctored exam format is significantly more effective in reducing cheating than the teacher-proctored exam format and adding academic integrity reminders before the exams significantly reduces cheating. These findings demonstrate that incorporating unproctored exams and pre-exam academic integrity reminders into a university’s assessment practices may be a useful strategy for reducing academic dishonesty and upholding assessment validity.

Desperate Times Call for Desperate Measures: The Impact of Job Insecurity on Workplace Cheating Behavior

Desperate Times Call for Desperate Measures: The Impact of Job Insecurity on Workplace Cheating Behavior

Short-range C-signaling restricts cheating behavior during Myxococcus xanthus development.

Bacteria communicate using both long- and short-range signals. Signaling affects community composition, structure, and function. Adherent communities called biofilms impact medicine, agriculture, industry, and the environment. To facilitate the manipulation of biofilms for societal benefits, a better understanding of short-range signaling is necessary. We investigated the susceptibility of short-range C-signaling to cheating during Myxococcus xanthus biofilm development. A mutant deficient in C-signaling fails to form mounds containing spores (i.e., fruiting bodies) but cheats on C-signaling by wild type in starved cell mixtures and forms spores disproportionately. We found that cheating requires sufficient wild-type cells in the initial mix and can occur both before mound formation and later during the sporulation stage of development. By restricting cheating behavior, short-range C-signaling may have been favored evolutionarily rather than long-range diffusible signaling. Cheating restrictions imposed by short-range signaling may have likewise driven the evolution of multicellularity broadly.

Analysis of the Influence of Diamond Fraud, Integrity, and Religiosity on Academic Fraud Behavior

This study aims to determine the effect of pressure, opportunity, rationalization, capability, integrity, and religiosity on academic cheating behaviour in undergraduate accounting students from Islamic-based universities in Semarang. This research is included in the comparative causal research. The population of this study was undergraduate accounting students from Islamic-based universities in the city of Semarang, namely Universitas Islam Sultan Agung, Muhammadiyah University, Wahid Hasyim University, and UIN Walisongo Semarang. The sampling technique used was purposive sampling. The sample used in this study was 60 students. The data analysis techniques used are descriptive statistics, data quality test, classical assumption test, multiple linear regression analysis, model goodness test, and individual parameter significance test. Pressure has been proven to positively and significantly affect the academic cheating behaviour of accounting students from Islamic-based universities in Semarang. Pressure is proven to have a positive and significant effect. Opportunity is proven to have a positive and significant effect. Rationalization is proven to have a positive and significant effect. Ability is not proven to have a significant effect. Integrity has yet to be proven to have a significant effect. This means that high integrity does not influence students to suppress academic cheating behaviour. Religiosity has not been proven to significantly affect the academic cheating behaviour of accounting students at Islamic-based colleges in Semarang City. This means that high religiosity does not influence students to suppress academic cheating behaviour.

The Effect of Diamond Fraud on Academic Fraud Behavior

The study aims to address the impact of Pressure, Opportunity, Rationalization, and Capability on academic cheating behavior with academic integrity as moderated variables on scholarship students at Economic and Business Faculty, Djuanda University. The study was a descriptive quantitative study that used primary data with a number of 106 students obtained with saturated sampling techniques. The data analysis techniques performed in this study are either MRA or moderated regression analysis made using SPSS. Studies have concluded that Pressure, Rationalization, and Capability have an impact on academic cheating behavior, while Opportunity has no effect on academic cheating behavior. Furthermore, Rationalizing also has an effect on academic cheating behavior with academic integrity as moderate variables, while Pressure, Opportunity, and Capability have no effect on academic cheating behavior with academic integrity as a moderation variable.

Confirmatory Factor Analysis and Propensity to Cheat Scale Validation in the Ethiopian Public Higher Education Institutions

Background This study was primarily intended to develop and validate a comprehensive and psychometrically acceptable measure of students’ propensity to cheat (PTC) behavior among undergraduate students in Ethiopian universities by assessing their engagement in different types of cheating behavior. Methods The present study employed an explanatory research design using a questionnaire based on the Propensity to Cheat Scale (PCS). The questionnaire was administered to 500 university students (male = 367 [73.4%]; female = 133 [26.6%]) selected from three Ethiopian public universities between November and January 2022. In order to measure the underlying variables of propensity towards cheating, a factor model is developed using exploratory factor analysis, and confirmatory factor analysis was employed to validate the students’ perceived PTC. The internal consistency of the PTC scale was assessed using reliability analysis, and validity evaluations were conducted to confirm the scale’s discriminant and convergent validity. Results Confirmatory factor analysis (CFA) results revealed a good fit to the data, and the internal consistency of the PCS was found to be strong, providing a reliable measure of students’ propensity for cheating. Validity evaluations, including discriminant validity and convergent validity, confirmed the validity of the scale. The average variance extracted (AVE) and composite reliability values also supported the scale’s convergent validity. The multidimensional concept of the PTC was supported by a four-factor solution consisting of 26 reliable and valid items. Conclusion The findings of the study demonstrate that the scale has also provided sufficient evidence of convergent and discriminant validity. By establishing discriminant and convergent validity, as well as reliability, through different validation procedures, the study has provided strong evidence for the effectiveness of the PCS as an instrument for determining whether university students are likely to engage in cheating behavior.

Leveraging Machine Learning: Advancements in Cheating Detection Strategies for Ensuring Fair Online Gaming Environments

Cheating detection in online gaming is a crucial challenge that affects the fairness and integrity of virtual environments. This literature review delves into the advancements made in the field of cheating detection, focusing on machine-learning-based approaches and encrypted network traffic analysis. Various methodologies, including Support Vector Machines, Logistic Regression, and GPU acceleration, are explored in detecting cheating behaviors within different gaming scenarios. The review also examines the application of supervised learning techniques in Unreal Tournament III, showcasing their potential in identifying cheating instances. Additionally, the challenges posed by limited labeled data and covariate shifts in encrypted network traffic analysis are addressed through innovative solutions like the GCI framework. Insights into the interplay of data attributes and classification performance are provided, offering directions for future research. Overall, this review contributes to the understanding of cheating detection strategies and their implications for maintaining equitable and enjoyable online gaming experiences.

When Workplace Cheating Behavior Backfires: The Intrapersonal and Interpersonal Outcomes

When Workplace Cheating Behavior Backfires: The Intrapersonal and Interpersonal Outcomes

From External to Internal: The Role of Interactional Monitoring on Workplace Cheating Behavior

From External to Internal: The Role of Interactional Monitoring on Workplace Cheating Behavior

E-Proctoring Tools: Is It a Necessary Inconvenience

One of the challenges all institutions faced during the COVID lockdown between March 2020 and 2021 was keeping the academic integrity of online assessment. E-proctoring tools became a convenient option, although their effectiveness and efficiency were uninvestigated. The authors of this study utilized the fraud investigation frameworks and focused on the element of opportunity in the context of E-assessment. The quantitative study on grades and testing times between E-proctored and non-proctored online tests revealed significant differences in both academic performance and testing time. Students performed significantly better and used remarkably more time when proctoring tools were not used. The findings strongly indicated cheating behaviors when students took advantage of not being caught for their misconduct. The drastic variances also indicate the deterrence effects of E-proctoring tools on students’ testing behaviors.

Who's leading whom? Mutual influences in moral decision-making between leaders and subordinates over time and the role of self-interest

Ethical behavior within groups is shaped by various situational and social factors, including hierarchy and power asymmetries. We present three preregistered studies (Ntotal = 1253) examining the social dynamics that affect ethical decision-making in hierarchical dyads, employing two novel collaborative cheating tasks. In the first two studies, we find evidence that individuals mutually influenced each other's honesty across repeated interactions, even though they had different power over the outcomes. In addition, the degree and direction of these influences were moderated by the ethical make-up of these dyads. Moreover, there were congruency effects for character judgments, wherein dyads engaging in collaborative cheating behaviors tended to evaluate each other positively, particularly in terms of competence and closeness. In a third study, manipulating whether ignoring cheating is beneficial to an observer or not, we find that observers were less inclined to verify (vs. rely on) potentially dishonest reports when they themselves benefitted from dishonest reporting. In addition, individuals benefiting from dishonest behavior formed close bonds with them, evaluating them positively and contributing more money in a subsequent public goods game. This research illuminates the intricate interplay of social dynamics, ethical orientations, and motivations in hierarchical relationships, offering insights for understanding and managing ethical decision-making in various contexts.

Cheating in the age of generative AI: A high school survey study of cheating behaviors before and after the release of ChatGPT

The public release of ChatGPT and other generative AI chatbot technologies has been accompanied by questions about how academic integrity and student cheating behaviors will be impacted. We analyzed anonymous survey data from three high schools to see if self-reported cheating numbers changed following the introduction of ChatGPT and similar technologies. This survey data set is unique in that data on cheating had been collected with this set of schools both before and after November 2022, when ChatGPT was publicly released and drew attention to these educational concerns. The results suggested that cheating behaviors remained relatively stable after the introduction of this current generation of generative AI chatbot technology. However, some changes in reported behaviors differed depending on the type of cheating (social cheating, AI-related cheating, etc.). Additional survey questions about high school students’ AI chatbot usage and the perceived allowability of such technology revealed mixed opinions on the acceptability of using AI for various academic-related tasks. Most students did not think that using a chatbot to produce an entire paper or complete an entire assignment should be allowable. However, there was support for using AI chatbots to help students to start on assignments and papers and to help explain new concepts to them.

Development and validation of a questionnaire about reasons for academic cheating by nursing students: A cross-sectional study.

Cheating behavior is spreading among nursing students worldwide, necessitating the development of a validated questionnaire evaluating the reasons for such behavior. Nursing students (N = 482) from 2 universities in Saudi Arabia participated in this observational study. A survey containing items on socio-demographics and the 33-item Reasons for Cheating Scale (RCS) was completed by the respondents. The RCS had a 1-factor structure; the model fit indices were similar between the 1-, 2-, and 3-factor models, but the inter-factor correlations were too high for the 2- and 3-factor models. The measures of the quality of the factor score estimates were as follows: factor determinacy index, 0.987; expected a posteriori marginal reliability, 0.974; sensitivity ratio, 6.178; and expected percentage of true differences, 97.3%. The measures of the closeness to unidimensionality for the overall RCS were as follows: unidimensional congruence, 0.957; explained common variance, 0.875; and mean item residual absolute loading, 0.223. The intraclass correlation coefficient and McDonald's omega were 0.96 (CI: 0.93-0.98) and 0.962 (95% CI: 0.958-0.967), respectively. The severity score, infit, and outfit ranged from -0.847 to -2.015, 0.813 to 1.742, and 0.837 to 1.661, respectively. For all RCS items, the thresholds ranked τi1 < τi2 < τi3 < τi4 and showed invariance between the sexes. The RCS showed robust psychometric validity for both classical and item response theory parameters. It also had excellent test-retest reliability, internal consistency, item discrimination, factorial validity, measurement invariance, and ordered threshold level for the responses. Therefore, the RCS is a valid and reliable tool for assessing cheating behavior among nursing students.

Pengaruh Kontrol Diri Terhadap Perilaku Menyontek pada Siswa

This research hopes to conclude the impact of self-control on cheating behavior among students in the software development and GIM focus on program at SMKN 2 Semarang. The general population in this study was 224 with an illustration of 152 students. This research uses a quantitative procedure with a clear immediate backslide analysis strategy with the help of SPSS 24 in taking care of the data. The data combination contraptions used in this research were a transformation of the self-control scale from De Ridder et al (2012) and a variation of the cheating behavior scale from Gardner and Kenneth (1988), in the two scales using a Likert scale. The consequences of this study express that self-control influences cheating behavior, where the higher the self-control an understudy has, the lower the cheating behavior finished by students or the reverse way around, the lower the self-control an understudy has, the higher the cheating behavior did by students. This ought to be noticeable from the aftereffect of the speculation test that the decided F value is 162,332 with a significance level of 0.000 &lt; 0.05, and the connection value (R) is 0.721. From the outcome data, a coefficient of confirmation (R Square) is gotten of 0.520, and that infers that the effect of the free variable (self-control) on the dependent variable (cheating behavior) is 52.0%.

Multi-Perspective Adaptive Paperless Examination Cheating Detection System Based on Image Recognition

This paper proposes a multi-perspective adaptive examination cheating behavior detection method to meet the demand for automated monitoring throughout the entire process in paperless online exams. Unlike current dual-perspective cheating behavior detection methods, we expand the monitoring field of view by using three cameras with different perspectives: the overhead perspective, the horizontal perspective, and the face perspective. This effectively covers areas where cheating may occur. An adaptive cheating behavior detection system based on three perspectives is proposed, including a gaze direction recognition model based on Swin Transformer, a cheating tool detection model based on Lightweight-YOLOv5-Coordinate Attention, and a cheating behavior determination model based on Multilayer Perceptron. To reduce computational complexity and ensure efficient processing while expanding the monitoring field of view, the system uses the results of the gaze direction recognition model to adaptively select the cheating behavior detection model from different perspectives, reducing the three-perspective system to dual-perspective. In online simulation tests, our method achieves cheating behavior determination at 35 frames per second, with an average recognition rate of 95%. It has good real-time performance, accuracy, and a large monitoring range.

The educational integrity enforcement pyramid: a new framework for challenging and responding to student cheating

Current approaches used by educational institutions to address the problem of student cheating are not working. This is because the discourse of academic integrity that currently dominates is, on its own, inadequate for addressing the problem. We propose that in order for higher education institutions to challenge cheating effectively, they need to learn from history and to look outside their own sector to find a new way of responding to student cheating behaviours. We propose a new framework for this. We take the theory of responsive regulation, developed by Ayres and Braithwaite, and combine it with the discourse of assessment security introduced by Dawson to form the Educational Integrity Enforcement Pyramid. We use this pyramid to show how institutions can operationalize this new approach and use it to identify gaps in their strategic response to the challenging problem of student cheating.

Academic Fraud and Remote Evaluation of Accounting Students: An Application of the Fraud Triangle

The pandemic has altered accounting education with the widespread adoption of remote evaluation platforms. We apply the lens of the fraud triangle to consider how the adoption of remote evaluation influences accounting students’ ethical values by measuring the incidence of cheating behavior as well as capturing their perceptions of their opportunity to cheat and their rationalization of cheating behavior. Consistent with prior research, our results show that cheating is higher in the online environment compared to remote evaluation, although the use of proctoring software in online evaluation appears to mitigate but not eliminate students’ the unethical behavior. However, cheating was not reduced when students attest to an honor code during the beginning of an exam. Nonetheless, we find that the use of both proctoring software and honor codes reduces students’ perceptions of opportunity and rationalization of cheating behavior. It follows that the remote evaluation environment may unintentionally be negatively influencing the ethicality of students and future accounting professionals by promoting cheating behavior and, by so doing, negatively influencing the development of unethical values of accounting students and future accounting professionals. Educators should consider the use of appropriate educational interventions to reduce the incidence and opportunities for unethical behavior and, by so doing, help promote the development of ethical values in future accounting professionals. Further implications for teaching and the accounting profession are discussed.

A Longitudinal Study of Theory Planned Behavior Application in Students’ Cheating Behavior

&lt;p&gt;本研究旨在以Beck與Ajzen（1991）納入道德義務因素的計畫行為理論來探討臺灣學生的作弊現況，並建構計畫行為理論的作弊結構模式並以兩波資料追蹤縱貫效果。採問卷調查法，以臺灣公立國高中生為研究母群，抽樣1,168位國高中學生，以結構方程模式進行考驗。研究結果顯示：（一）本研究建立計畫行為理論之作弊結構模式適配度佳。（二）態度、知覺行為控制、道德義務可以顯著預測作弊意圖，且能透過作弊意圖間接預測作弊行為；作弊意圖也能夠顯著預測當前的作弊行為。（三）計畫行為理論之作弊結構模式具有縱貫效果，當前作弊意圖可以顯著預測未來的作弊行為。最後，依據研究結果對教育現場與未來研究提出相關建議。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;According to the theory of planned behavior with moral obligation proposed by Beck and Ajzen (1991), the purpose of this study was to explore the current situation of cheating, to construct the structural model of cheating, and to establish a longitudinal effect model of cheating in two waves data of Taiwanese students. Population were public junior and senior high school students in Taiwan and participants were 1,168 students. Utilizing the structural equation modeling, the results were as follows. First, the structural model of cheating indicated a reasonable goodness-of-fit. Second, attitude, perceived behavioral control and moral obligation can significantly predict cheating intention directly and can significantly predict cheating behavior indirectly through cheating intention; cheating intention can also significantly predict cheating behavior directly. Third, the theory of planned behavior structural model of cheating had longitudinal effects; the current cheating intention can significantly predict cheating behavior in the future. The suggestions of the findings were made for educational authorities, and future researchers.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;