Under Pressure to Achieve? The Impact of Type and Style of Task Instructions on Student Cheating

Abstract

Combining principles of Achievement Goal Theory, which maintains that performance goals play a key role in individuals’ likelihood of cheating, and Self-Determination Theory, which highlights the importance of autonomy support and autonomous motivation underlying achievement goals, we examined whether the combination of experimentally inducing a mastery-approach (relative to performance-approach) goal with an autonomy-supportive manner (instead of controlling) may attenuate cheating. In two experiments carried out with university students, one classroom based ( N = 164) and one laboratory ( N = 160), we manipulated the type of induced goal (performance- vs. mastery-approach) and style of introducing the goal (i.e., controlling vs. autonomy-supportive) by taking also into consideration participants’ values. We hypothesized that the least behaviorally observed cheating would occur in a context promoting mastery-approach goals in an autonomy-supportive way and among individuals low in self-enhancement value adherence. The dependent variables in both studies consisted of two set of exercises, both including questions that could only be solved by cheating. Results of Poisson regression analyses revealed that in both studies the least cheating in the first set of exercises occurred in the autonomy-supportive/mastery-approach condition, indicating that this induced goal complex has the greatest potential to restrain academic dishonesty in the short-term. Interaction effects with self-enhancement value adherence revealed that the cheating inhibitory effects of this induced goal complex was less effective for those who value power and achievement.

Cheating in Online Learning Programs: Learners’ Perceptions and Solutions

“…Instead of these exams, special assignments can be given and then be used in the evaluation process. This solution can be effective because it has already been shown that teaching approaches which does not measure learning only by grades, getting higher grades is not the only incentive for studying, so the occurrence of cheating is diminished (Day, Hudson, & Dobies, 2011;Pulfrey, Vansteenkiste, & Michou, 2019).…”

Retaining students through labor‐based grading and dual modality

“…For years I had bristled at the drawbacks of grading. An inconsistent and often punitive system, it turns education into a game of hurdles, undermining curiosity, provoking anxiety and competition among students, and exacerbating the power imbalance between learner and instructor (Blum, 2020; Eyler, 2022; Lang, 2013; Pulfrey et al., 2019; Strommel, 2020). Performance assessments drive students to pursue the most direct route to the desired grade, promoting cheating and leading some to choose courses below an appropriate proficiency level in hopes of an easy A.…”

Online exam proctoring technologies: Educational innovation or deterioration?

“…(2011) found that learning contexts that emphasize learning and diminish the importance of grades tend to disincentive cheating. Similarly, research has also shown that cheating is reduced in learning environments where students are motivated to gain mastery rather than merely exhibit high learning performance (Pulfrey et al., 2019).…”