Students cheat more often from those known to them: situation matters more than the individual

Awdry, Rebecca; Ives, Bob

doi:10.1080/02602938.2020.1851651

Cited by 32 publications

(14 citation statements)

References 53 publications

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“…The reasons to resort to contract cheating in the literature have been listed as the perception that there are lots of opportunities to cheat, increased accessibility contract cheating services, students' (mis)perception that cheating is easy, challenging workloads, and lack of motivation and personal factors such as gender, personality, age, and grade average point (Bretag et al 2019;Lines, 2016;Gullifer & Tyson, 2010). Awdry and Ives (2020) found personal factors, discipline, and country do not predict contract cheating, and likewise the participants in our study have not linked personal factors to the rising numbers of contract cheating. As some participants expressed, stress factor during the pandemic has motivated some students to take the easy way out.…”

Section: Discussionsupporting

confidence: 44%

“…While contract cheating seems to be triggered by an array of factors ranging from social, economic to cultural, and from educational, academic to personal (Awdry & Ives, 2020;Ali & Alhassan, 2021), one thing that most scholars would agree on is the ever-increasing visibility and aggressive marketing strategies of essay mills, particularly with the advent of social media. Essay mills have discovered innovative ways to satisfy students' requirements and now they reach their potential customers through online advertising, emails, and phone calls.…”

Section: Introductionmentioning

confidence: 99%

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The rise of contract cheating during the COVID-19 pandemic: a qualitative study through the eyes of academics in Kuwait

Erguvan

2021

Lang Test Asia

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Contract cheating has gone rampant in higher education recently. When institutions switched to online learning during the COVID-19 pandemic, the percentage of contract cheating students climbed to unprecedented levels. Essay mills saw the lack of face-to-face interaction and proctoring on campus as an opportunity and used aggressive marketing methods to attract students. This study asked the opinions of 20 faculty members working in the English departments of private higher education institutions in Kuwait regarding contract cheating through interviews. The data was analyzed with MAXQDA 2020. The findings show that all faculty members can recognize contract cheating easily. Most of them see contract cheating as a serious problem in the higher education system, a threat to the reliability of language assessment, triggered by laziness, the social pressure to graduate with a high GPA, and exacerbated by the cheating opportunities in online education. Academics have developed certain individual strategies in their courses to curb the number of contract cheating students; however, institutional measures differ, and in some, there are no measures or sanctions on contract cheating students.

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Section: Discussionsupporting

confidence: 44%

Section: Introductionmentioning

confidence: 99%

The rise of contract cheating during the COVID-19 pandemic: a qualitative study through the eyes of academics in Kuwait

Erguvan

2021

Lang Test Asia

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“…As for norms, Soraperra et al (2017) found that mere social norm exposure (i.e., exposure to rule violations) appeared to be sufficient to increase cheating behaviour. Indeed, the belief and knowledge of other student's cheating was found to be a predictor of students' cheating under the form of outsourcing work to relatives and friends (Awdry & Ives, 2021). Kocher et al (2018) also found that exchanging arguments and justifications for dishonesty could lead groups members to learn about a new norm and its validity, and to adjust their beliefs about the behaviour.…”

Section: Mechanisms Of Collective Cheatingmentioning

confidence: 97%

The chronology of collective cheating: a qualitative study of collective dishonesty in academic contexts

Zanetti

Butera

2022

Curr Psychol

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Collective cheating can have serious consequences in professional and educational settings. Existing data show that collective cheating is common and that individuals cheat more when they are in groups, highlighting the existence of some collective organisation in the endeavour. However, little is known about the emergence of this behaviour and the group processing involved. Drawing on qualitative data from 20 semi-structured interviews and a thematic analysis, the present study explored collective cheating in academic contexts. Seven themes emerged that retrace the chronology of collective cheating from its beginning to its impact on the group: reasons, birth and organisation of collective cheating, risk management, concealment strategies, justifications and social impact. Participants emphasised the extrinsic benefits, the interdependence of members and the importance of existing social norms, as well as the positive valence of this kind of dishonesty. In participants' recalls, cheating together means cooperating, showing solidarity, helping and supporting each other.

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“…Yazıcı et al (2011) suggest in conclusion that "without effective counter measures in place to combat sophisticated and novel means of cheating, instructors of online courses will be unlikely to catch these student violators or the imposters they invite into their classes" (p. 183). Awdry and Ives (2021) differentiate between formal cheating as contract-based student outsourcing for cost and unformal cheating that takes place by getting help from close persons for no cost (Awdry & Ives, 2021). It is indeed evident that students get unpermitted help with their homework or assignments from their parents, siblings, friends, and even teachers from other schools (Chapman Davis, Toy & Wright, 2004;Ellis et al, 2020).…”

Section: Contract Cheatingmentioning

confidence: 99%

“…Awdry and Ives (2021) differentiate between formal cheating as contract‐based student outsourcing for cost and unformal cheating that takes place by getting help from close persons for no cost (Awdry & Ives, 2021). It is indeed evident that students get unpermitted help with their homework or assignments from their parents, siblings, friends, and even teachers from other schools (Chapman Davis, Toy & Wright, 2004; Ellis et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Online versus face‐to‐face cheating: The prevalence of cheating behaviours during the pandemic compared to the pre‐pandemic among Turkish University students

Yazıcı

Durak

Dünya

et al. 2022

Computer Assisted Learning

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Background During the COVID‐19 period, academics and higher education institutions have shown deep concern about academic integrity related to measurement and evaluation issues that have arisen in online education. Objectives To address this concern, this paper examined the prevalence of cheating behaviour among university students before and during the pandemic by comparing self‐reported cheating behaviours of students and academics' perceived levels of cheating behaviours of their students. Methods A correlational design was employed aligned with study objectives. Results and Conclusions The results indicate that although both groups reported a significant increase in cheating incidents in online education, instructors' perceived frequency of student cheating is remarkably greater than students' self‐report cheating incidents. Contrary to the perceptions of instructors and stakeholders in education, students did not report a very drastic cheating increase in online education during the pandemic. The strongest predictive power for online cheating behaviours was the cheating behaviours in face‐to‐face education. Whereas the sensitivity of institutions and course instructors toward cheating behaviour was negatively associated with cheating behaviours in face‐to‐face education, this situational factor did not show a significant effect in distance education. Regarding individual factors, we found a significant relationship between cheating behaviours and gender, discipline, whereas no significant relationship was found in terms of student GPA. Consequently, in order to minimize the threats to the validity of scores associated with cheating, faculty should be supported through faculty development programs and resources so that they can develop authentic assessment strategies for measuring higher‐order thinking skills.

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Students cheat more often from those known to them: situation matters more than the individual

Cited by 32 publications

References 53 publications

The rise of contract cheating during the COVID-19 pandemic: a qualitative study through the eyes of academics in Kuwait

The rise of contract cheating during the COVID-19 pandemic: a qualitative study through the eyes of academics in Kuwait

The chronology of collective cheating: a qualitative study of collective dishonesty in academic contexts

Online versus face‐to‐face cheating: The prevalence of cheating behaviours during the pandemic compared to the pre‐pandemic among Turkish University students

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