Academic Cheating in Mathematics Classes: A Motivational Perspective

Pavlin-Bernardić, Nina; Rovan, Daria; Pavlović, Jurana

doi:10.1080/10508422.2016.1265891

Cited by 18 publications

(13 citation statements)

References 55 publications

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“…On the other hand, it cannot be said that academic fraud belongs to any particular area of science, with publications on students or authors in areas such as medicine [15,27], pharmacy [28], management [29], social sciences [30], humanities [6], technological areas [31], and mathematics [32]. This does not dismiss the fact that different trends for different areas can be identified, raising the hypothesis that there are different levels of self-efficacy in students from different fields of study [26].…”

Section: Representations and Academic Fraud Practicesmentioning

confidence: 99%

The Unbearable Lightness of Academic Fraud: Portuguese Higher Education Students’ Perceptions

Ramos

Gonçalves

2020

Education Sciences

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The perception that academic fraud is widespread in higher education affects the credibility of higher education schools, giving rise to doubts concerning the quality of learning and the students’ preparation for their professional life. Academic misconduct is presently a common research area. However, higher education schools still seem unable to contain academic fraud, given its prevalence and scope. Therefore, understanding students’ perceptions and attitudes remains critical for schools to define effective policies in promoting and defending academic integrity. Towards that aim, the results from a set of focus groups of students from a higher education school are presented. Students do not link academic fraud with unethical professional behaviour, propose more sanctions for those who commit academic fraud, and consider that certain evaluation methods favour unethical behaviour.

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Section: Representations and Academic Fraud Practicesmentioning

confidence: 99%

The Unbearable Lightness of Academic Fraud: Portuguese Higher Education Students’ Perceptions

Ramos

Gonçalves

2020

Education Sciences

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“…Cheating on exams includes unpermitted behaviours students engage in, in order to increase their grades and chances of success at examination (Chaput de Saintonge & Pavlovic, 2004;Michaut, 2013;Pavlin-Bernardić et al, 2017). Cheaters are not all alike.…”

Section: Definition Of Cheating Methods and Reasons To Do Itmentioning

confidence: 99%

Teaching the Teachers: To What Extent Do Pre-service Teachers Cheat on Exams and Plagiarise in Their Written Work?

Peters

Fontaine

Frénette

2022

Ethics and Integrity in Educational Contexts

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Very little is known about preservice teachers’ actions when it comes to plagiarizing and cheating in their university work. This is particularly the case in Quebec, Canada. It is important to know to what extent these students commit academic misconduct as they will ultimately become the role models who will shape future generations of learners. This chapter reports on a study of this important issue. An online questionnaire was used to survey preservice teachers (n = 573) in five Quebec universities in winter 2018. The majority of participants were between the ages of 18 to 25 and were studying to be kindergarten, primary, special education or high school teachers. The questionnaire contained items about demographic information as well as items on methods of cheating, peers’ influence, perception of control, goal of performance and engaging in studying. Preservice teachers also answered questions that were used to control for social desirability bias. Results showed that some of them reported participating in academic misconduct. Fewer participants reported cheating on exams while studying at university (15.2%) than when they were in high school (34.9%). They believe that the best ways to plagiarise on written assignment are reusing one’s previous work (47.6%), asking somebody else to do the assignment (38.6%), and collaborating with peers (37.2%) while the best ways to cheat on exams would be using hidden material (63%), looking at the neighbour’s copy (55.7%) and using electronic devices (31.9%). Four interpretations for the preservice teacher actions are given: they commit academic misconduct because they want to succeed, because they have poor studying habits which lead them to make poor decisions, because of the cheating culture in which they evolve, and because of the cheating patterns they develop. Recommendations for teacher education programs conclude the article.

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“…Plagiarism involves copying words or using a slightly modified text of an author without citation (Shei 2005 ; Walker 2010 ) in a written task where originality is expected (Fishman 2009 ). Cheating on exams, on the other hand, is a fraud committed by a student to increase the chances of success at examination (Chaput de Saintonge and Pavlovic 2004 ; Michaut 2013 ; Pavlin-Bernardić et al 2017 ). This later definition was retained for the purpose of our study which focuses specifically on the propensity to cheat on exams.…”

Section: Introductionmentioning

confidence: 99%

“…From their study conducted with 600 university students in Ukraine, Denisova-Schmidt et al ( 2019 ) report that the perception of the action of cheating, which they labeled “corruption”, from others, including peers in the classroom but also teachers, politicians, and relatives, would be sufficient for students to engage in cheating behaviors. In this respect, researchers (Meng et al 2014 ; Pavlin-Bernardić et al 2017 ; Smith et al 2012 ) argue that the cheating student resorts to ‘neutralization’ techniques to justify his action (Sykes and Matza 1957 ). Thus, cheating students deny their responsibility and convince themselves that they do no harm to anyone, or that the victim (the teacher giving the exam) has deserved it or that everybody does it as well.…”

Section: Introductionmentioning

confidence: 99%

Exam cheating among Quebec’s preservice teachers: the influencing factors

2020

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This article presents the results of a research that aimed to examine the phenomenon of student cheating on exams in faculties of education in Quebec universities. A total of 573 preservice teachers completed an online survey in 2018. The questionnaire consisted of 28 questions with a Likert scale related to individual and contextual factors associated with the propensity to cheat on exams as well as two yes/no items on the arguments for cheating. Descriptive and hierarchical linear regression analyses highlighted the existence of cheating but also how three factors influenced the students’ propensity to cheat: influence of peers, methods of cheating, and institutional context.

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Academic Cheating in Mathematics Classes: A Motivational Perspective

Cited by 18 publications

References 55 publications

The Unbearable Lightness of Academic Fraud: Portuguese Higher Education Students’ Perceptions

The Unbearable Lightness of Academic Fraud: Portuguese Higher Education Students’ Perceptions

Teaching the Teachers: To What Extent Do Pre-service Teachers Cheat on Exams and Plagiarise in Their Written Work?

Exam cheating among Quebec’s preservice teachers: the influencing factors

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