From students’ perspective, they have their own incentives that tempt them to cheat, for example, pressure to get high grades, parental pressures, desire to excel or lack of personal integrity. Among these factors, we can see that pressure to get high grades is the most common incentives for student cheating. However, only individual force is not enough to urge students to behave dishonestly. The second and the more influential, contextual factor, plays a key role in supporting and encouraging an individual to cheat. Some contextual factors are “peer cheating behavior, peer disapproval of cheating behavior, and perceived severity of penalties for cheating” (222), according to McCabe, Donald L., Linda Kelbe Treviño, and Kenneth D. Butterfield in “Cheating in Academic Institutions: A Decade of Research.” Among the mentioned factors, peer-related factors achieve the top position in affecting students’ cheating behavior.
As students we deserve the ability to access authentic learning, however, with standardized testing heavily relied on, students are deprived of this interaction. In order to comprehend the authenticity being compromised, we must first understand, what is authentic learning. Steve Revington, awarded The Prime Minister's Award of Teaching
The literature agrees that the effect on students intensifies quickly. If academic dishonesty is allowed to exist in its current situation, researchers largely see no motivation for self-inspired improvement. Instead, research largely puts the responsibility on educators to set the bar high again. “The integrity strategy, through the use of honor codes, emphasizes the importance of committing to the principles of academic integrity as essential to the educational mission of the institution…the integrity strategy stresses both disciplinary and developmental methods for responding to academic dishonesty” (Chesney, 2009). Students have been cheating since the beginning of institutional education.
Students cheat to raise their grades. The latest national study from the Centre for Academic Integrity shows that “to get good grades” was a primary motive for cheating among high school students (McCabe, 2001) (Finn, K. V., & Frone, M. R. ,2004). Raising the grade is one of the most requirable pros that a cheating students aim for. On the other hand, some students might not be self confident, and thinks that google, Wikipedia and all the online sources are way better and can help them easily. “Cheating is more likely to occur when students feel alienated from school and dissociate from school rules and procedures.
The high competitiveness, personal demands, external pressures to achieve success, among other factors, make students a critical sample to analyze dimensions and subtypes of perfectionism. The prevalence of perfectionism at university is high. In fact some researchers have reported that occurs in almost two-thirds of the students (Suddarth & Slaney, 2002; Rice & Slaney, 2002), so work of this kind are of particular interest. Perfectionism and its various correlates have been assessed within the academic world. In this regard, it was found that negative indicators can be objectified as procrastination (Blankstein, Dunkley, & Wilson, 2008), abandonment of goals (Wang, Slaney, & Rice, 2007) and an impaired sense of self-efficacy (Yao, 2009).
Shaikha Al Mazmi G00058149 Formal critique of “ The Farce Called Grading” In the essay The Farce Called Grading, Aurthur E. Lean, mentions the grading system. As we all know grades have a huge part of the students enrolled in any school/university life. In the essay Lean states the mistakes and unfairness and extremely subjective in the system. Lean mentions a point that the graders are inconsistent and the same paper can have different grades depending on the person who’s correcting it. He claims that the reason grading systems are evident is because it pushes the student to study hard.
Simulation provides a practical way for nurse leaders to make organizational changes (Taplay, Jack, Baxter, Eva, & Martin, 2014). The author 's findings mirror the assertion of MacDonalds-Wicks and Levet-Joness (2012) who advocates for the need to introduce technology in the classroom. Gore, Leighton, Sanderson and Wang (2014) explored the student perception
Motivation and Chilean Students’ low proficiency levels. Education has been a topic of controversial debates across the world, and lots of researches have been carried out by experts in order to improve its quality and effectiveness. In this context, teachers and students play an important role. High grades are usually an indicator that these agents are doing a good job. Nevertheless, their low performance and bad grades show there is a problem.
Over the years, student’s behaviour is a serious problem for a lot of schools around the world. According to Finn, Fish J, Reva M, Scott, Leslie A (2008), misbehaviour in school can be harmful to the individual student if it interferes with learning, decreases the chance of graduating, or reduces the likelihood of entering or completing post-high school education. As schools are considered as the second home of students, they are struggling with lots of issues related to students’ behaviours.
This kind of situation may lead to ways that circumvent to ways of cheating (Broeckelman, M. and Pollock, T. (2006). As cited by Mark J. Bourassa M. thesis and dissertation, Fass (1986) describes academic dishonesty as "the most serious violation of trust that can occur in a community of scholars and educators". This paper aims to review the current knowledge including substantive findings about the prevalence and contributing factors that lead students to manifest academic cheating behavior. This literature review contains three major section. The first section focuses on an exploration of the extent of the problem which includes the review of how academic cheating has been defined in different literature.