Individual and contextual factors in cheating at college exams

Guibert, Pascal; Michaut, Christophe

doi:10.4000/rfp.1404

Cited by 19 publications

(19 citation statements)

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“…The cheater realizes later on his lack of commitment to overcome obstacles. Thus, he will devise schemes and use illegal actions either by denial of failure and seeks to ensure its average examination or by obsessional behavior to get a better grade (Guibert & Michaut., 2009). According to the researchers, there are few students who start cheating in entering university.…”

Section: Cheater's Profilementioning

confidence: 99%

“…According to the researchers, there are few students who start cheating in entering university. On the contrary, those who have a lot cheated in college or in high school, will cheat much more at the university "The intensity of examination fraud is highly dependent on the experience already gained in this field" (Guibert & Michaut., 2009). Moreover, this phenomenon affects all social classes (Guibert & Michaut., 2009) and all levels of university education (Teixeira & Rocha., 2010).…”

Section: Cheater's Profilementioning

confidence: 99%

“…On the contrary, those who have a lot cheated in college or in high school, will cheat much more at the university "The intensity of examination fraud is highly dependent on the experience already gained in this field" (Guibert & Michaut., 2009). Moreover, this phenomenon affects all social classes (Guibert & Michaut., 2009) and all levels of university education (Teixeira & Rocha., 2010). The latter revealed, on the one hand that "students who cheat the most are those in the year end of cycle" for fear of missing their target as close to the goal, while "the best and brightest students less likely to cheat" For fear of losing everything by being taken.…”

Section: Cheater's Profilementioning

confidence: 99%

“…The latter revealed, on the one hand that "students who cheat the most are those in the year end of cycle" for fear of missing their target as close to the goal, while "the best and brightest students less likely to cheat" For fear of losing everything by being taken. Moreover, Guibert & Michaut (2009) stated that the weaker students cheat less because they have lost hope of benefit.…”

Section: Cheater's Profilementioning

confidence: 99%

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The Exam Cheating among Tunisian Students of the Higher Institute of Sport and Physical Education of Sfax

Hamani¹

2013

IOSR-JHSS

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Abstract:The phenomenon of exam cheating was a big problem to the nation's education system., Oduwaiye Jega (2006), Ijaiya (2004);Joshua (2008);Olatunbosun (2009); (p = 0.676, ddl = 4).Also our results showed that women cheat as much as men (49.8% against 50.2%)) and that cheating does not depend on gender (p = 0.278, ddl = 1). Contrariwise, the relationship between the university curriculum and cheating was significant at (p = 0.007, ddl = 2).

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Section: Cheater's Profilementioning

confidence: 99%

Section: Cheater's Profilementioning

confidence: 99%

Section: Cheater's Profilementioning

confidence: 99%

Section: Cheater's Profilementioning

confidence: 99%

See 2 more Smart Citations

The Exam Cheating among Tunisian Students of the Higher Institute of Sport and Physical Education of Sfax

Hamani¹

2013

IOSR-JHSS

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“…These instances of cheating seem to be widespread. The individual's attitude towards this phenomenon remains relative to the circumstances [4]. Cheating is denounced in all institutions at primary, prep school, high school or higher education.…”

Section: Introductionmentioning

confidence: 99%

Impact of Higher Institutes of Sport and Physical Education in Tunisia Students’ Pre-University Cheating Behavior on Their Asocial Conduct during University Examinations

Hamani¹,

Ayadi²,

Elloumi³

2019

JSS

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To the best of our knowledge, this is the first thesis dealing with cheating in university exams at the higher institutes of sport and physical education in Tunisia. This research is aimed to 1) evaluate the importance of the phenomenon; 2) define the profile of cheating students; and 3) contain the role of the society in the emergence and spread of this phenomenon. 799 students from the four Tunisian higher institutes of sports and physical education volunteered to respond to a quantitative questionnaire-based survey. The data collected were statistically analyzed using the SPSS-version 20 software. A univariate statistical study was followed by a bivariate or multivariate study. 86.1% of respondents admitted that they had cheated during their university education. Univariate and multivariate studies pointed to cheating antecedent as the common denominator amongst cheating students, since 99.98% of them had already cheated at school. Results analysis was performed from two standpoints: the individual and the social context, in which the student was brought up, based on well-established known theories. This twofold approach made it possible to highlight the interaction between the different actors. Student misbehavior is the inevitable result of the shift in social representations of academic norms that have led to the trivialization of cheating, converting student status from mere observer into a follower. The genesis of this culture, where cheating has become part of the norm, is marked by the collusion plays between the actors involved in the training and evaluation processes i.e. students, professors and the institutions.

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Teaching the Teachers: To What Extent Do Pre-service Teachers Cheat on Exams and Plagiarise in Their Written Work?

Peters

Fontaine

Frénette

2022

Ethics and Integrity in Educational Contexts

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Very little is known about preservice teachers’ actions when it comes to plagiarizing and cheating in their university work. This is particularly the case in Quebec, Canada. It is important to know to what extent these students commit academic misconduct as they will ultimately become the role models who will shape future generations of learners. This chapter reports on a study of this important issue. An online questionnaire was used to survey preservice teachers (n = 573) in five Quebec universities in winter 2018. The majority of participants were between the ages of 18 to 25 and were studying to be kindergarten, primary, special education or high school teachers. The questionnaire contained items about demographic information as well as items on methods of cheating, peers’ influence, perception of control, goal of performance and engaging in studying. Preservice teachers also answered questions that were used to control for social desirability bias. Results showed that some of them reported participating in academic misconduct. Fewer participants reported cheating on exams while studying at university (15.2%) than when they were in high school (34.9%). They believe that the best ways to plagiarise on written assignment are reusing one’s previous work (47.6%), asking somebody else to do the assignment (38.6%), and collaborating with peers (37.2%) while the best ways to cheat on exams would be using hidden material (63%), looking at the neighbour’s copy (55.7%) and using electronic devices (31.9%). Four interpretations for the preservice teacher actions are given: they commit academic misconduct because they want to succeed, because they have poor studying habits which lead them to make poor decisions, because of the cheating culture in which they evolve, and because of the cheating patterns they develop. Recommendations for teacher education programs conclude the article.

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Individual and contextual factors in cheating at college exams

Cited by 19 publications

References 5 publications

The Exam Cheating among Tunisian Students of the Higher Institute of Sport and Physical Education of Sfax

The Exam Cheating among Tunisian Students of the Higher Institute of Sport and Physical Education of Sfax

Impact of Higher Institutes of Sport and Physical Education in Tunisia Students’ Pre-University Cheating Behavior on Their Asocial Conduct during University Examinations

Teaching the Teachers: To What Extent Do Pre-service Teachers Cheat on Exams and Plagiarise in Their Written Work?

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