{"title":"Student and Teacher Views on Cheating in High School: Perceptions, Evaluations, and Decisions","authors":"Talia Waltzer, Fiona C. DeBernardi, Audun Dahl","doi":"10.1111/jora.12784","DOIUrl":null,"url":null,"abstract":"<p>Why do so many adolescents cheat despite judging that cheating is wrong? Two studies tested a new model of cheating in high school. In Study 1, 85 high schoolers in the Western U.S. reported their perceptions, evaluations, and motivations surrounding their own and hypothetical cheating. In Study 2, 83 teachers reported their views about cheating; we also analyzed course syllabi. About half of the adolescents reported unintentional cheating, and many judged their own cheating—but not hypothetical cheating—as acceptable. Decisions to cheat were responses to competing pressures, low value placed on the assignment, and other considerations. Study 2 revealed teacher-student disagreements about cheating, and minimal content about academic integrity in syllabi. The findings supported the proposed model of adolescent cheating.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"33 1","pages":"108-126"},"PeriodicalIF":4.6000,"publicationDate":"2022-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.12784","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research on Adolescence","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jora.12784","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"FAMILY STUDIES","Score":null,"Total":0}
引用次数: 2
Abstract
Why do so many adolescents cheat despite judging that cheating is wrong? Two studies tested a new model of cheating in high school. In Study 1, 85 high schoolers in the Western U.S. reported their perceptions, evaluations, and motivations surrounding their own and hypothetical cheating. In Study 2, 83 teachers reported their views about cheating; we also analyzed course syllabi. About half of the adolescents reported unintentional cheating, and many judged their own cheating—but not hypothetical cheating—as acceptable. Decisions to cheat were responses to competing pressures, low value placed on the assignment, and other considerations. Study 2 revealed teacher-student disagreements about cheating, and minimal content about academic integrity in syllabi. The findings supported the proposed model of adolescent cheating.
期刊介绍：
Multidisciplinary and international in scope, the Journal of Research on Adolescence (JRA) significantly advances knowledge in the field of adolescent research. Employing a diverse array of methodologies, this compelling journal publishes original research and integrative reviews of the highest level of scholarship. Featured studies include both quantitative and qualitative methodologies applied to cognitive, physical, emotional, and social development and behavior. Articles pertinent to the variety of developmental patterns inherent throughout adolescence are featured, including cross-national and cross-cultural studies. Attention is given to normative patterns of behavior as well as individual differences rooted in personal or social and cultural factors.
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