Academic Cheating

Cheating in Academic Institution: A Decade of Research. In Relation to McCabe, Trevino, Butterfield (2010), This article reviews 1 decade of research on cheating in academic institutions. This research demonstrates that cheating is prevalent and that some forms of cheating have increased. This research also suggests that although both individual and contextual factors influence cheating, contextual factors, such as students’ perceptions of peers’ behavior, are the most powerful influence. Changes in self-reported academic cheating across the transition from middle school to high school. In a manner corresponding to Anderman and Midgley (2014), Changes in early adolescents’ self-reported cheating behaviors in mathematics before and after the transition from middle school to high

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. Past research on academic cheating has been dominated by college samples and has excluded the study of any similarities and differences between teachers and students in their perceptions of cheating problems. Accordingly, various perceptions were examined by studying a sample of middle and senior high school students and their teachers in four different schools. Questionnaire data indicate general agreement that cheating is a serious problem, but there are substantial teacher-student differences regarding criteria attribute, causal attributions, and efficacious prevention