Cheating has become a global problem that is ubiquitous in various facets of human life. While previous literature has suggested a link between cheating and competition, another type of social relation, that is, collaboration, could arguably promote cheating behavior, particularly with a sample of participants who held collectivistic values. To examine whether competition, collaboration, or a combination of both caused participants to overreport the dice score, we designed a novel experimental dice-rolling paradigm in a lab setting. Across 4 studies, we found that collaboration but not competition triggered potential cheating behavior. Participants were inclined to overreport their scores when they were paired with cheating partners; this pattern was not evident when they did it individually or when they were paired with honest partners. This behavioral change was also accompanied by a change in participants’ perception of the experimental conditions. Furthermore, we found that the dice score overreporting behavior was exclusively contingent upon their partner’s influence. In a collectivistic society, potential cheating seems to be triggered by collaboration as opposed to competition, as previous literature has suggested. Our findings suggest that the determinant of potential cheating behavior is rather culturally specific.
Numerical tasks have become part of the daily activities of individuals even in academic potential tests which have the potential to cause stress to individuals. The background of majoring in science is thought to be one of the factors that influence the individual's physiological response to stress when doing numerical tasks. This study aims to investigate whether there are differences in the final results and processing stages on numerical tasks between students majoring in science and social studies. A simple mathematical numerical task was given to participants to respond by adding numbers that were close to each other within a predetermined time limit. Twenty-two participants took the test twice with a one-week gap between tests. Recording of participants' electrodermal activity while working on a task using a galvanic meter. The results show that there is no difference in performance between students in majoring in social science and science (t = 0.552; p = 0.587), however, there are indications of different stress dynamics, where students in majoring in science show a positive effect of stress, while students in majoring in social science show the opposite. Further discussed the stress response on the difference in the frequency of meetings with numerical tasks during education at school.
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