Cheating Around the World: A Cross-national Analysis of Principal Reported Cheating

Miller, Bryan Lee; Agnich, Laura E.; Posick, Chad; Gould, Laurie A.

doi:10.1080/10511253.2014.986148

Cited by 17 publications

(11 citation statements)

References 77 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A high amount of cheating depreciates the value of academic achievement and creates a cheating culture that induces others to cheat (Rettinger and Kramer, 2009 ). Tolerating cheating is considered as unfair by the majority of students (Miller et al, 2015 ). Hence, considerable effort has to be undertaken to prevent and detect cheating.…”

Section: Discussionmentioning

confidence: 99%

“…It can be diffuse, consisting of unreliable records on previous questions but also be very precise in case the exam has been copied. General statements are difficult, as it depends on the amount of competition for grades whether students cooperate (share information) or not (Miller et al, 2015 ). The form of test collusion that we used in the study is also debatable.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

The Detection of Cheating on E-Exams in Higher Education—The Performance of Several Old and Some New Indicators

Ranger

Schmidt

Wolgast³

2020

Front. Psychol.

View full text Add to dashboard Cite

In this paper, we compare the performance of 18 indicators of cheating on e-exams in higher education. Basis of the study was a field experiment. The experimental setting was a computer assisted mock exam in an introductory course on psychology conducted at a university. The experimental manipulation consisted in inducing two forms of cheating (pre-knowledge, test collusion) in a subgroup of the examinees. As indicators of cheating, we consider well-established person-fit indices (e.g., the U3 statistic), but also several new ones based on process data (e.g., response times). The indicators were evaluated with respect to their capability to separate the subgroup of the cheaters from the remaining examinees. We additionally employed a classification tree for detecting the induced cheating behavior. With this proceeding, we aimed at investigating the detectability of cheating in the day-to-day educational setting where conditions are suboptimal (e.g., tests with low psychometric quality are used). The indicators based on the number of response revisions and the response times were capable to indicate the examinees who cheated. The classification tree achieved an accuracy of 0.95 (sensitivity: 0.42/specificity: 0.99). In the study, the number of revisions was the most important predictor of cheating. We additionally explored the performance of the indicators to predict the specific form of cheating. The specific form was identified with an accuracy of 0.93.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Detection of Cheating on E-Exams in Higher Education—The Performance of Several Old and Some New Indicators

Ranger

Schmidt

Wolgast³

2020

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…The result of the analysis shows that Mongolia is placed in the highest rate where cheating is considered as a serious problem in school, while the countries e.g. England, Canada, Australia, Singapore, and South Korea are pointed where the cheating has the lowest rate of problem (Miller et al 2015).…”

Section: Cheating In Academic Institutionsmentioning

confidence: 99%

“…Cheating has become a serious problematic matter in secondary and higher education for several reasons; it has a direct negative effect on instruction equality and the learning process, the students are tended to be less prepared to advanced level of knowledge, also it has an effect on the behaviors of students for their future in the workplace (Miller et al 2015).…”

Section: Introductionmentioning

confidence: 99%

Cheating in Education: A Focus on Plagiarism

Ahmadi¹

2020

Preprint

View full text Add to dashboard Cite

Cheating is a kind of fraud or attempts to get dishonest advantages in an academic institution, it has been increasing dramatically for the last 50 years with the growth of technology. In some countries, this phenomenon has changed to a problematic factor in schools. Plagiarism is also considered as a type of cheating if it occurs intentionally. More efforts are made to mitigate the severity of cheating in an academic institution using technological-based devices. Besides, technology has an effective role in the detection of plagiarism by several detection platforms, however, still, there are some types of plagiarism which cannot be detected by these platforms efficiently, that authors should treat honestly during his/her scientific writing. This work aims to conceptualize and characterize cheating and plagiarism in an academic institution, also it is tried to indicate the relationship of cheating and plagiarism that in which cases, plagiarism becomes cheating. To achieve the purposes, relevant literature including scientific papers, monographs, reports, and authorized website were reviewed, and the literature output are integrated with the observation and experience of author during the teaching and learning in academic institutions.The findings and direct observation from close contact of classrooms show that cheating is felt mostly in classes with large numbers of students, that institution policy, instructor control, and using of technology have the most effect on the controlling cheating. Plagiarism as academic dishonesty is a widespread phenomenon among the students and even the authors. In some cases, the poor understanding of students and authors in scientific writing rules causes plagiarism and is measurable by some available detection platforms.

show abstract

“…Given its high prevalence and growing opportunities for cheating in academic context, it is considered as one of the most serious problems affecting educative institutions throughout the world (Hsiao, 2015;Miller, Agnich, Posick, & Gould, 2015). Academic misconduct is harmful during assessments, as those that cheat not only deceive themselves, but also impede teachers in effectively monitoring their learning progress and providing accurate feedback (Anderman & Murdock, 2007).…”

Section: Introductionmentioning

confidence: 99%

Cognitive Mechanisms Underlying the Engineering Students’ Desire to Cheat During Online and Onsite Statistics Exams

Elizabeth¹,

Octavio²,

Norberto³

2019

EUROPEAN J ED RES

View full text Add to dashboard Cite

A sample of 327 engineering bachelor students from a public university in Mexico took part in an information integration study to explore systematic thinking underlying propensity for cheating during a course exam. All study participants were provided with written descriptions of 12 scenarios pertaining to the academic evaluation criteria and were asked to rate the likelihood that they would cheat under such circumstances. The 12 scenarios reflected the experimental manipulation of three orthogonal factors: teacher's teaching style, type of exam, and modality of assessment. Analysis results revealed four distinct attitudes toward cheating among students, two of which were independent of context (low and high desire to cheat) while the remaining two were contextdependent (low and moderate desire to cheat). All groups showed systematic thinking underlying their possible desire to cheat that was typified by the use of a summative cognitive rule for integrating information related to academic cheating. However, evaluation of factor relevance varied across the groups.

show abstract

Cheating Around the World: A Cross-national Analysis of Principal Reported Cheating

Cited by 17 publications

References 77 publications

The Detection of Cheating on E-Exams in Higher Education—The Performance of Several Old and Some New Indicators

The Detection of Cheating on E-Exams in Higher Education—The Performance of Several Old and Some New Indicators

Cheating in Education: A Focus on Plagiarism

Cognitive Mechanisms Underlying the Engineering Students’ Desire to Cheat During Online and Onsite Statistics Exams

Contact Info

Product

Resources

About