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Cheating Behaviors

Intro. Throughout the years, many studies have been done on factors that are related to student cheating. Our study is evaluating two particular factors that seem to be motivations for cheating; those are morals and peer interactions. Kohlberg. Kohlberg (1971) proposes that predictable

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Cheating Behaviors

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    1. Cheating Behaviors Shannon Oakman Lysiane Ayite Kristin White Antonia Demeny

    2. Intro

    3. Kohlberg

    7. Purpose of Our Study

    8. Research Questions

    9. Participants Participants were volunteers from the psychology pool here at Metro Each experiment consisted of at the most 5 participants There was a total of 80 participants, 40 being males and 40 being females.

    10. Design

    11. Measures/Materials Informed consent form 8th grade standardized test Questions taken from California seventh/eighth grade standardized tests in the subjects of Science, Math, History, and English

    12. For the confederates, the second page of the test had a tally sheet to keep track of cheating behaviors

    13. Measures/Materials con’t. Survey Demographic information 4 vignette scenarios taken from Sierra and Hyman’s (2006) Dual Process Model of Cheating Intentions 20 Likert-scale questions regarding the participants’ attitude regarding cheating Three yes/no questions on the back: (1) Did you know the answers were on the back? (2) Did you observe someone cheat? (3) Did you cheat? An open-ended question “Why did you cheat?” Debriefing form

    14. Vignette 1 Assume it is the morning of your friend’s last final exam in college. (S)he currently has an 86% in the course. Your friend knows that if (s)he scores 90% or above on this multiple choice exam, then (s)he will receive an A in the course and will graduate with honors. By graduating with honors, your friend will receive a prized internship for one year, which is given to a limited number of students. Your friend knows that (s)he could have studied more but believes that (s)he is adequately prepared for the exam. To clear your friend’s mind, (s)he decides to stroll over to the exam a bit early. Just before entering the exam room, another student in the course pulls your friend aside and offers, in return for $20, an answer key that is “guaranteed to have all the correct answers.” The course syllabus states that anyone caught cheating on an exam/assignment receives an F for that exam/assignment; as a result of its importance to the overall course grade, your friend would receive a C in the course if caught cheating on this exam. Roughly 50 other students are enrolled in this course. The instructor will not arrive for at least another 15 minutes. What is the probability that your friend will choose to cheat on the exam? (Please circle your answer.) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

    15. Survey Questions 1. I know I will get a better grade on an exam if I really study hard. Strongly Disagree 1 2 3 4 5 6 7 Strongly Agree

    16. Methods Procedure

    17. Seating Arrangement

    18. Scenario #1: Control

    19. Scenario #2: In-direct Cheat

    20. Scenario #3: Direct Cheat

    21. Results

    22. General Demographics

    23. General Demographics (cont’d)

    24. Age Bracket Inter-Rater Reliability

    25. Question #1:

    26. Checking Answers

    27. Social Confirmation with NO Significance The analysis conducted on SC did not produce a significant ANOVA F(2, 77) = 3.081, p =.052, with an eta squared effect size of ?˛=.074. This result indicates that there were no significant differences in the amount of SC among the three conditions.

    28. Question #2:

    29. Only 1 Statement was Correlational

    30. Question #3:

    31. Social Conformity

    32. Just Checking Answers

    33. No Consequences

    34. No Authority Figure

    35. Laziness

    36. Interesting Data

    37. Only 2 Participants refused to take the test/cheat 1 female in our pilot and 1 male in the actual study

    38. Discussion RQ1: Differences in cheating behaviors among those who do not observe cheating, those who observe indirect cheating, and those who observe direct cheating? saw a trend in the condition of no cheating compared with the condition of direct cheating. This data shows that behaviors of social cues for cheating influences others to also cheat when one mentions that the answers to these questions are attainable Previous research has examined cheating behavior outcomes when looking at incentives like research done by Malinowski & Smith (1985) where incentives were awarded or there was an extrinsic motivation to cheat. In this study however, incentives were not given besides credit for a psychology class and data was still strong enough to find a trend

    39. Discussion continued RQ2: Is there a correlation with the amount of times the participants cheat to the Cheating Intentions Model? The dual- processing model (Sierra & Hyman, 2006) and cheating behaviors only had one question that raised any significance; the Likert scale question was “the grade I receive on an exam is determined by how the instructor curves the exam scales.” This implies that the more cheating behaviors a participant exhibited, the agreement score was also higher on the fore- mentioned question. This correlation raises the question of importance which states the 3rd variable problem of fatigue. Participants may have answered 5 on all questions because they were tired of taking the survey.

    40. Discussion continued RQ3: Qualitative aspect of investigating actual reason for cheating behaviors were expected to have been along the categories mentioned in the results and the most abundant reasons were that there were “no authority” present and “everyone else was doing it”. Since these participants decided to cheat even knowing there were no incentives points out contradicting findings of Kisamore, Stone, & Jawahar (2007), where incentives for cheating related to extrinsic motivation, which leads to the next and most influential finding that participants in fact cheat based on social conformity. Without hearing and seeing others around cheat, one does not get the urge and social pressure to join in the act.

    41. Implications The findings of social conformity on cheating in college and high school is that it has become a fact of school life. As the two of the qualitative answers revealed: it was “human nature to cheat” and an “instinct”

    42. Limitations The 3 limitations in this study were sample size, inter-rater reliability, and the lack of counterbalancing the tests and surveys. Had 80 participants but the data would have had a stronger reliability if there had been at least 10 more participants This study had an agreement of inter-rater reliability of about 70-80% Lack of counterbalancing the test and the survey

    43. Future Research Future research should seek out better ways of measuring whether participants cheated by way of a camcorder to catch behaviors the inter-raters could not. Also, other incentives such as a gift certificate to show stronger relationships for extrinsic motivation.

    45. The End

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