School Cheating Behavior

Bushway, Ann; Nash, William R.

doi:10.2307/1170002

Cited by 9 publications

(9 citation statements)

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“…Some research has shown that male students cheat slightly more than female students do (Bushway & Nash, 1977;Davis et al, 1992;Whitley, Nelson, & Jones, 1999), whereas others conclude that gender is not related to cheating (Whitley, 1998) and the size of the difference may be decreasing over time (Cizek, 1999). To control for possible gender differences, we included it as a covariate; females were coded 0 and males coded 1.…”

Section: Methodsmentioning

confidence: 99%

“…Thus, cheating is motivated by other factors as well, for example, (a) pressure to maintain good grades, (b) need to avoid failure, (c) perceptions of school as unfair, (d) lack of time spent on schoolwork, and (e) noncondemnatory attitudes toward cheating (Bushway & Nash, 1977;Schab, 1991;Whitley, 1998;Whitley & Keith-Spiegel, 2002). Those motives, and others, have two concepts in common: the fear of not being able to succeed and disassociation from school norms.…”

Section: Motives For Cheatingmentioning

confidence: 99%

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Academic Performance and Cheating: Moderating Role of School Identification and Self-Efficacy

Finn

Frone

2004

The Journal of Educational Research

224

115

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Academic dishonesty is a significant problem among students from elementary school through college. The desire to succeed in school through dishonesty is increased when there is a breakdown in the norms associated with conventional academic attitudes. The authors conducted a survey research study to examine the relationship between academic performance and cheating. They hypothesized that the inverse relationship between academic performance and cheating is moderated by school identification and academic self-efficacy. The results show that cheating is more likely among lower achieving students when they do not identify with school, and among higher achieving students with low levels of academic self-efficacy.

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Section: Methodsmentioning

confidence: 99%

Section: Motives For Cheatingmentioning

confidence: 99%

Academic Performance and Cheating: Moderating Role of School Identification and Self-Efficacy

Finn

Frone

2004

The Journal of Educational Research

224

115

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“…Cheating is a common practice in our society (Bushway & Nash, 1977; Leming, 1978), which we often read and talk about, observe others doing, and even engage in ourselves in a variety of contexts: sports, academics, politics, finances, and relationships. Cheating is a covert and deliberate way to break a rule in order to gain an advantage (Green, 2004).…”

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confidence: 99%

Elementary school children’s cheating behavior and its cognitive correlates

Ding

Omrin

Evans

et al. 2014

Journal of Experimental Child Psychology

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Elementary school children’s cheating behavior and its cognitive correlates were investigated using a guessing game. Children (N = 95) between 8 and 12 years of age were asked to guess which side of the screen a coin would appear on and received rewards based on their self-reported accuracy. Children’s cheating behavior was measured by examining whether children failed to adhere to the game rules by falsely reporting their accuracy. Children’s theory-of-mind understanding and executive functioning skills were also assessed. The majority of children cheated during the guessing game, and cheating behavior decreased with age. Children with better working memory and inhibitory control were less likely to cheat. However, among the cheaters, those with greater cognitive flexibility use more tactics while cheating. Results revealed the unique role that executive functioning plays in children’s cheating behavior: Like a double-edged sword, executive functioning can inhibit children’s cheating behavior on the one side, while it can promote the sophistication of children’s cheating tactics on the other.

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“…Syntax based approaches postulate that syntactic similarity implies functional similarity, which is expected. The most popular approaches in this solution class are string-based [2,4], abstract syntax tree or AST-based [3,11], and token-based [16,19]. It is easy to imagine why lexical or syntactic methods are efficient but not too successful in identifying clones or copies, and why we expect a more semantic analysis would yield better matching and thus clone detection.…”

Section: Related Researchmentioning

confidence: 99%

CodeBlast

Bhattacharjee

Jamil

2013

Proceedings of the 28th Annual ACM Symposium on Applied Computing

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In this paper, we present an improved and novel directed graph matching algorithm, called CodeBlast, for searching functionally similar program segments in software repositories with greater effectiveness and accuracy. CodeBlast uses a novel canonical labeling concept to capture order independent data flow pattern in a program to encode the programŠs functional semantics and to aid matching. CodeBlast is capable of exact and approximate directed graph matching and is particularly suitable for matching Program Dependence Graphs. Introducing the notion of semantic equivalence in CodeBlast helps discover clone matches with high precision and recall that was not possible using systems such as JPlag, MOSS, and GPlag. We substantiate our claim through sufficient experimental evidence and comparative analysis with these leading systems.

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School Cheating Behavior

Cited by 9 publications

References 0 publications

Academic Performance and Cheating: Moderating Role of School Identification and Self-Efficacy

Academic Performance and Cheating: Moderating Role of School Identification and Self-Efficacy

Elementary school children’s cheating behavior and its cognitive correlates

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