College Cheating Research Articles

Faktor-Faktor yang Mempengaruhi Niat Mahasiswa Melakukan Tindakan Whistleblowing pada Kecurangan Akademik

Whistleblowing is considered one of the effective ways to avoid and detect in revealing cheating in college. This study uses the Theory of Planned Behavior (TPB) to analyze the complex interaction between three main factors in whistleblowing, namely individual, situational, and organizational factors. This study used primary data through questionnaires obtained from 182 active students from various universities' accounting study programs in Indonesia. This study used data analysis assisted by SPSS 26 software. The findings prove that the factors analyzed in this study have an impact on students' intentions to whistleblowing academic cheating, both collectively and partially. The results of this study prove that the bystander effect does not influence students' choices to whistleblowing academic fraud. When there are more individuals around when fraud occurs, the likelihood of a potential whistleblower discouraging reporting the fraud they witness is higher. While anonymous reporting channels, moral intensity, and trust in leaders positively affect students' intentions to whistleblowing academic fraud.

Student Perceptions of Academic Cheating in College

Academic cheating is a behavior that must be avoided by students in carrying out the educational process in tertiary institutions in order to be able to honestly optimize their potential, interests and talents. However, the phenomenon found in the field is that there are still students who commit academic fraud. This study aims to describe students’ perceptions of academic cheating in the aspects of cheating, plagiarism, fabrication, and facilitating academic cheating. This study uses the quantitative descriptive method. The population in this study was 721 FIP UNP students in the 2018 entry year enrolled in the July-December 2022 semester, with a research sample of 261 students who were selected using an accidental sampling technique. Data is processed using descriptive statistical analysis. The results of the study on student perceptions of academic fraud as a whole are in the good category. In Other Words, Students perceive academic cheating as a negative behavior. In details: the cheating aspect is in the good category, the plagiarism aspect is in the good category, the fabrication aspect is in the good category, and the facilitating aspect is academic cheating are in the good category.

Aunt Becky goes rogue: de-celebrification and de-mothering in the college cheating scandal, Operation Varsity Blues

ABSTRACT In March 2019 actors Lori Loughlin and Felicity Huffman were among wealthy parents charged in a university entry fraud scheme that ensured privileged children gained entry to coveted institutions, dubbed ‘Operation Varsity Blues’. Drawing on celebrity and criminology studies, this paper discusses how Loughlin and Huffman have been mediated as ‘de-celebrified’ but also as mothers who have threatened their children’s futures and consequently, have also been de-mothered. Whilst transgressive celebrity mothers such as Britney Spears exemplify the narrative of the de-celebrified, de-mothered star, in the cases of Loughlin and Huffman, because they famously played the mother characters Aunt Becky (Full House), and Lynette Scavo (Desperate Housewives), their de-mothering is amplified and complicated via this performative mothering on screen. The negative resonance of Huffman and Loughlin’s transgressive maternal behaviour is mediated through social media hashtags and memes that compare their personal criminal actions in the ‘Operation Varsity Blues’ scandal with their alter egos. Huffman and Loughlin must now negotiate both their de-celebrification and their de-mothering in the intersecting realms of celebrity and motherhood, amplified and complicated by the intensive mothering roles that have defined their careers.

The Relationships between Personal Values, Justifications, and Academic Cheating for Business vs. Non-Business Students.

In this study we examine college cheating behaviors of business students compared to non-business students, and investigate possible antecedents to cheating in an effort to better understand why and when students cheat. We specifically examine power values; we found that they were positively related to academic cheating in our sample, and that choice of major (business or non-business) partially mediated the relationship between power values and cheating. We also considered the extent to which students provide justifications for their cheating, and found that business students were more likely to justify (rationalize) their cheating behaviors. Finally, we update the literature in terms of the ways students cheat. We assess newer forms of academic cheating, as increased accessibility to information via the Internet and smartphones may have changed the ways and ease with which students cheat – a particularly relevant topic currently, as many classes have moved online during the COVID-19 pandemic. In our study, cheating was especially prevalent when taking quizzes or tests or completing homework online. We found that only 10% of participants reported never engaging in any of the cheating behaviors we examined.

Procrastination And Its Relationship With Business Students’ Cheating Perceptions

The epidemic of college cheating is evolving to include more sophisticated schemes that are more difficult to detect. Business students’ cheating is even more concerning because such behavior in college predicts workplace cheating (Nonis & Swift, 2001). The current study examines procrastination as a personality variable that affects business students’ perceptions of cheating ethics. A survey of 370 undergraduate and graduate business students was conducted. The results showed that low procrastinators were more likely to view cheating actions as more unethical compared to high procrastinators. Low procrastinators also had higher academic performance.

Cheating in the Exams Attitudes, Opinions and Self- Esteem of Classroom Teachers' Students

Bu çalışmada sınıf öğretmenliği öğrencilerinin bazı sosyo-demografik değişkenler ile kopya çekmeye ilişkin tutumları, görüşleri ve benlik saygısı düzeyleri arasında bir ilişkinin olup olmadığının incelenmesi amaçlanmıştır. Bu araştırma ilişkisel tarama modelinde betimsel bir çalışmadır. Araştırmanın örneklemini Çukurova Üniversitesi Sınıf Öğretmenliği Anabilim Dalı öğrencileri oluşturmuştur. Araştırmaya 481’i kız, 253’ü erkek olmak üzere toplam 734 öğrenci katılmıştır. Ölçme araçları olarak; Kopya Çekmeye İlişkin Tutum Ölçeği, Kopya Çekmeye İlişkin Görüşler Anketi ve Rosenberg Benlik Saygısı Ölçeği kullanılmıştır. Araştırma sonuçları incelendiğinde öğrencilerin cinsiyet ile kopya çekme tutumları arasında anlamlı bir fark olmadığı görülmüştür. Sınıf düzeyi arttıkça öğrencilerin kopya çekmeye ilişkin olumsuz tutumlarının arttığı anlaşılmıştır. Lisedeyken kopya çeken öğrencilerin, çekmeyenlere göre üniversitede daha olumlu bir kopya çekme tutumuna sahip oldukları bulunmuştur. Ayrıca genel not ortalaması yüksek olan öğrencilerin, düşük olan öğrencilere göre kopya çekme tutumları daha olumsuz bulunmuştur. Öğrencilerin kopya çekme tutumları ile benlik saygısı arasında anlamlı bir ilişki bulunmamıştır.

Bayesian Analysis of Sparse Counts Obtained From the Unrelated Question Design

In sample surveys with sensitive items, sampled units may not respond or they respond untruthfully. Usually a negative answer is given when it is actually positive, thereby leading to an estimate of the population proportion of positives (sensitive proportion) that is too small. In our study, we have binary data obtained from the unrelated-question design, and both the sensitive proportion and the nonsensitive proportion are of interest. A respondent answers the sensitive item with a known probability, and to avoid non-identifiable parameters, at least two (not necessarily exactly two) different random mechanisms are used, but only one for each cluster of respondents. The key point here is that the counts are sparse (very small sample sizes), and we show how to overcome some of the problems associated with the unrelated question design. A standard approach to this problem is to use the expectation-maximization (EM) algorithm. However, because we consider only small sample sizes (sparse counts), the EM algorithm may not converge and asymptotic theory, which can permit normality assumptions for inference, is not appropriate; so we develop a Bayesian method. To compare the EM algorithm and the Bayesian method, we have presented an example with sparse data on college cheating and a simulation study to illustrate the properties of our procedure. Finally, we discuss two extensions to accommodate finite population sampling and optional responses.

Bayesian Analysis of a Sensitive Proportion for a Small Area

SummaryWithout accounting for sensitive items in sample surveys, sampled units may not respond (nonignorable nonresponse) or they respond untruthfully. There are several survey designs that address this problem and we will review some of them. In our study, we have binary data from clusters within small areas, obtained from a version of the unrelated‐question design, and the sensitive proportion is of interest for each area. A hierarchical Bayesian model is used to capture the variation in the observed binomial counts from the clusters within the small areas and to estimate the sensitive proportions for all areas. Both our example on college cheating and a simulation study show significant reductions in the posterior standard deviations of the sensitive proportions under the small‐area model as compared with an analogous individual‐area model. The simulation study also demonstrates that the estimates under the small‐area model are closer to the truth than for the corresponding estimates under the individual‐area model. Finally, for small areas, we discuss many extensions to accommodate covariates, finite population sampling, multiple sensitive items and optional designs.

Why Do College Students Cheat? A Structural Equation Modeling Validation of the Theory of Planned Behavior

Cheating on tests is a serious problem in education. The purpose of this study was to test the efficacy of a modified form of the theory of planned behavior (TPB) to predict cheating behavior among a sample of Saudi university students. This study also sought to test the influence of cheating in high school on cheating in college within the framework of the TPB. Analyses were conducted on a sample of 322 undergraduate students using structural equation modeling. The results were consistent with the TPB model’s predictions. The TPB model explained a modest variance in cheating in college. When cheating in high school added to the model, the proportion of explained variance increased and cheating in high school was the best predictor of cheating in college. Although not hypothesized by the TPB, subjective norm had a direct effect on attitude.

College Cheating Thirty Years Later: The Role of Academic Entitlement

ABSTRACTThis research reports on a thirty-year follow-up study of academic dishonesty, often referred to as college cheating. The present study examines the role of academic entitlement as a predictor of college cheating. A sense of entitlement is regarded as a primary characteristic of today’s millennial students, those born between 1980 and 2000. However, previous research has never investigated the role of academic entitlement on college cheating. Instead, previous research has mostly favored neutralization as a theoretical explanation for academic dishonesty. The results indicate that, even though reports of college cheating have decreased over time, academic entitlement is a significant predictor of cheating in college.

Cheating in College: Why Students Do It and What Educators Can Do About It

Integrity has been a topic of interest for thousands of years. Aristotle’s Nicomachean Ethics, the Code of Hammurabi, and many sacred writings cover ethics and promote honesty and integrity. In the modern world integrity, and specifically academic integrity, is a hot topic. With advances in students’ ability to copy and paste from Internet resources to advances in plagiarism detection software, new areas of cheating in college are emerging. Academic integrity among U.S. students, according to McCaber, Butterfield, and Treviño, is part of the larger discussion about integrity because dishonesty in college is related to dishonesty in their lives after college. This book covers two decades of quantitative research on student cheating in college, analyzes the results from several perspectives, and includes an exploration of data from research studies in high schools. The chapters cover prevalence, types, and methods of cheating; individual student characteristics and cheating; institutional factors and cheating; honor codes and cheating; the role of faculty in cheating; and end with a look at cheating in business and professional schools. The final chapter explores practical advice for faculty and administrators.

Honesty, Cheating, and Character in College

Most college faculty care about the characters of their students, especially when it comes to questions of honesty. But can students today be trusted not to cheat when completing papers and exams, and not to do so for the right reasons? In section one of this article, the author reviews some of the leading research on cheating behavior, and in section two he does the same for cheating motivation. In section three, he then draws some implications from this research, both about what faculty can typically expect the characters of their students to be like when it comes to cheating, and what colleges might try to do to help foster character improvement in this area of their students’ lives.

Computer Science Students and Their Sense of AcademicIntegrity

Abstract — The impact of information technologies on the ways people use and interacts with information has caused increasing concerns towards academic dishonesty or more commonly referred to as college cheating. Similarly, in Taiwan, strong emphasis is placed in fostering college students ’ honor and integrity. Moreover, with the current emergence of the ubiquitous nature of information technology; students are easily tempted to take advantage of such innovations. In the other spectrum, studies with regards to the factors affecting engineering students ’ academic dishonesty are still quite limited. Hence, this case study shall attempt to describe the factors that affect the notion of academic dishonesty within computer science students; wherein information technology is so abundant and readily available. Participants are volunteer computer science students of a Science and Technology University. A series of focus group interviews were conducted in order to gather insights into the different facets of academic dishonesty. Findings suggest that the entire campus climate including the students

Academic Dishonesty among Undergraduate Students in a Korean University

The purpose of this exploratory study is to examine the determinants of alternative forms of academic misconduct among undergraduate students in a Korean university. An economic model of college cheating is estimated using logistic regression. The study differs from other studies in that it frames the issue of academic dishonesty in the context of recent developments to internationalize higher education in Korea, highlighting certain unique aspects of the Korean educational system that are undergoing rapid change and have largely remained unexamined in the literature. The presence of a native English-speaking foreign instructor in class, English-taught classes, and class levels are significant predictors of in-class cheating and such types of academic misconduct as seeking outside help and plagiarism. GPA, class size, cheating tolerance, and study-abroad experience are significant in some types of illicit academic behavior but not in others. Gender and being a foreign student turn out to be weak predictors.

Faculty and student perceptions on college cheating: evidence from Turkey

Investigation of academic dishonesty has increased markedly in the past two decades; however, the body of research offers inconclusive evidence for many variables. This study examines faculty and student perceptions of in‐class and out‐of‐class cheating behaviours and provides contextual evidence for the prevalence of assessment practices used. Faculty and students differed only slightly in their attitudes toward collegiate cheating and their views on possible reasons for it. We found that the prevalence of teaching and assessment types used in student grading is significantly correlated with perceptions of out‐of‐class cheating, but not with out‐of‐class cheating behaviours. Students with less experience in out‐of‐class assessment display a less ethical attitude toward out‐of‐class cheating.

Cheating In Business Schools, The Millennial Generation, Gender And Racial Diversity: Has The Paradigm Shifted

Cheating in college is not new. In 1960 over 50 percent of students admitted they cheated. In the second decade of the 21st century has anything changed? This research project looked at three possible new variables, the Millennial Generation, Gender, and Diversity. Results suggest the amount of reported cheating remains the same even with current “Gen Yers” in college. There was also no measured difference in cheating between men and women students. Finally, the present study found that Asian-Americans admitted to cheating far more than the average and Latino-Americans reported to have cheated in college far less than the average current students in college. This paper concludes with the following three implications: 1) Current college undergraduates, “the Millennial Generation,” may actually be more ethical as measured in this study than their Boomer Parents. 2) Women and graduates as measured in this study may be more prone to college cheating than women students in the past—trends of a new post-feminist generation? 3) Finally, diversity and the core values embedded in America’s individual subcultures, such as Asian and Hispanic, appear to significantly influence ethical choices of today’s college students—diversity within the melting pot?

Why Do College Students Cheat?

More is known about the pervasiveness of college cheating than reasons why students cheat. This article reports the results of a study that applied the theory of reasoned action and partial least squares methodology to analyze the responses of 144 students to a survey on cheating behavior. Approximately 60% of the business students and 64% of the non-business students admitted to such behavior. Among cheaters, a “desire to get ahead” was the most important motivating factor – a surprising result given the comprehensive set of factors tested in the study. Among non-cheaters, the presence of a “moral anchor” such as an ethical professor was most important. The article also includes a set of important caveats that might limit this study and suggests some avenues for further study.

True Confessions?: Alumni's Retrospective Reports on Undergraduate Cheating Behaviors

College cheating is prevalent, with rates ranging widely from 9 to 95% (Whitley, 1998). Research has been exclusively conducted with enrolled college students. This study examined the prevalence of cheating in a sample of college alumni, who risk less in disclosing academic dishonesty than current students. A total of 273 alumni reported on their prevalence and perceived severity of 19 cheating behaviors. The vast majority of participants (81.7%) report having engaged in some form of cheating during their undergraduate career. The most common forms of cheating were “copying from another student's assignment” and “allowing others to copy from your assignment.” More students reported cheating in classes for their major than other classes. Males and females cheated at the same rates in classes for their major, and males reported higher rates of cheating than females in nonmajor classes. Respondents reported that their top reasons for cheating were “lack of time” and “to help a friend.”

The Moral and Organizational Implications of Cheating in College

INTRODUCTION Cheating by college students is endemic. According to some studies, as many as three-fourths of students resort to academic dishonesty at some point in their college careers. Many higher education scholars attribute this phenomenon to shortcomings in students’ character and moral development. Students themselves, not unexpectedly, view the issue in a different light. A number of studies have shown that many either do not regard cheating as morally wrong or believe that circumstances excuse it.

The Impact of Anti-Intellectualism Attitudes and Academic Self-Efficacy on Business Students’ Perceptions of Cheating

College cheating represents a major ethical problem facing students and educators, especially in colleges of business. The current study surveys 666 business students in three universities to examine potential determinants of cheating perceptions. Anti-intellectualism refers to a student’s negative view of the value and importance of intellectual pursuits and critical thinking. Academic self-efficacy refers to a student’s belief in one’s ability to accomplish an academic task. As hypothesized, students high in anti-intellectualism attitudes and those with low academic self-efficacy were least likely to perceive college cheating as unethical. Considering that college cheating has been found as a predictor of workplace cheating, the results urge business instructors to reduce anti-intellectualism among students and to encourage them to put forth their best efforts. The results also serve employers by focusing attention on these two psychological variables during the hiring and promotion processes.