Background The COVID-19 pandemic led to significant, unforeseen changes in classroom instructions, including the evaluation of students. Objective The purpose of this study was to investigate college students’ cheating both before and during the COVID-19 pandemic in terms of (a) preponderance of cheating, (b) the factors that may have led to an increase in the amount of cheating, and (c) the underlying reasons for and affective response to cheating. Method A sample of primarily Psychology majors ( N = 214) attending a public land-grant university in the southeastern U.S. voluntarily completed a survey at the end of the Fall 2020 semester. Results The results showed that the COVID-19 pandemic increased first time cheating, cheating in online classes was higher than that of in-person classes for most types of graded materials, and students are adept and adaptive at dealing with faculty attempts to combat cheating. Students’ primary reasons for cheating were “feeling pressure,” and “pandemic,” and students who had cheated reported feeling “relieved” most often. Conclusion With the onset of the pandemic and subsequent increase in online instruction, cheating behavior has also increased. Teaching Implications As online enrollment continues to grow, understanding students’ cheating behavior.

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This study investigated the impact of victim crying and gender on perceptions of rape cases. Participants (N = 240, 51.5% male, 48.1% female) completed a 2 (victim crying) × 2 (victim gender) × 2 (participant gender) between-participants design with case judgments (e.g., verdict) as the DVs. Results found that a rape victim crying during testimony increased pro-victim judgments compared to when the victim did not cry, that female mock jurors were more pro-victim than males, but that victim gender was insignificant. Finally, the mediation model found that victim crying increased their credibility, increasing the likelihood of a guilty verdict.