Academic Cheating

In the article "Motivational Perspectives on Student Cheating:Toward an Integrated Model of Academic Dishonesty" by Murdock and Anderman (Murdock, T. B., & Anderman, E. M. (2006). Motivational Perspectives on Student Cheating: Toward an Integrated Model of Academic Dishonesty, Educational Psychologist, 41, 129-145) the authors investigate several motivations for cheating by students.

1. What is my purpose?

2. Can I do this task?

3. What are the costs associated with cheating?

It is estimated that 80 - 90% of students in high school cheat. Most of them only have one attempt at cheating, but there is a substantial minority that cheat on a regular basis.

The authors state that students are more likely to cheat when:

• their goals are based on ego, performance, and extrinsic ideals (instead of master, intrinsic)

• when they have poor expectations to in their abilities to accomplish the goals of the task

• when the costs of cheating are perceived as minimal

What is my purpose?

Rates of cheating were almost 40%higher among students who viewed their education primarily as a means to an end, such as securing a better job, than for those who said they were pursuing a college education for personal development.

Schools that emphasize performance instead of mastery had higher rates of cheating.

Suggestions for teachers - Focus on learning rather than grading. Do not use assignments that are trivial and uninteresting. Focus on mastery instead of grades. Students cheat less when they perceive their teacher as competent.