Title:
“Gender, Contingencies of Self-Worth, and Achievement Goals as Predictors of Academic Cheating in a Controlled Laboratory Setting”
Study Objective:
In this research, experimenters were curious as to see how gender differences related to cheating. Based off this the experimenters further evaluated how competition and virtue played an affect on how little or how much one might cheat. As noted in the title, “Gender, Contingencies of Self-Worth, and Achievement Goals as Predictors of Academic Cheating in a Controlled Laboratory Setting,” these contingencies were the focal point of this study. Studies before had been based off self-report and observation, which created a problem and produced errors as to the rate of cheating. So, in this study the experimenters wanted to examine cheating based off a laboratory setting. Before the experiment, the experimenters hypothesized that cheating aroused from maintaining self-worth. Another hypothesis was that if competition was brought into play while taking a test, self-worth would be needed to be maintained and would predict more cheating as well as performance-approach goals. But, it was also hypothesized that if mastery goals were being approached, this would predict less cheating as well as virtue. (Yu Niiya, Robert Ballantyne, Michael S. North, and Jennifer Crocker, 2008)
Methods:
For this study, the experimenters used 70 college students. Within those 70 students, 38 of the participants were male and 32 of the participants were females. When the experiment began, each participant sat across from a confederate and began to take a pretest. After the pretest was completed the participants were then given a test, which consisted of 7 questions that could be solved and 5 qu...
... middle of paper ...
...nt. This produces your self-presentation as good which is what most of us seek. For women though, the social influence from the confederate seemingly did not matter. Maybe that is due to the inner belief they have of their own self-concept. If they cheat, they might be lowering their self-esteem and questioning their self-concept. Maybe they’re even questioning their possible selves and using that as a way to keep them from cheating. This could be relevant to my reader’s lives because this might be the thought process they undergo when they are tempted to cheat on a test or life in general.
References:
Niiya, Yu , Ballantyne, Robert , North, Michael S. and Crocker, Jennifer(2008) 'Gender, Contingencies
of Self-Worth, and Achievement Goals as Predictors of Academic Cheating in a Controlled Laboratory Setting', Basic
and Applied Social Psychology, 30: 1, 76 — 83
“Honor pledges, signature placement, moral reminder, and supervision”, are factors that (incite) dishonesty, according to Dan Ariley’s essay “Why We Lie”. Dishonesty is a very wide question with a lot of answers. As a college student, cheating is a very common option amongst students.
The thing that confuses me are the reasons why people cheat. I know that in college life, it is clear that grades are important. Since grades are so important, people want to do better and want to succeed in their classes that they are taking. By cheating, it makes it easier for them to get a better grade. I agree that it is not an honest thing to do, but it is clear that they are doing it for a reason, to benefit themselves. Also, people want to help their friends succeed so that is another part of it. I think if schools wanted to get rid of cheating, they should not focus on the grades as much. Grading people is important, but is it that important if everyone cheats? I also see how people want to be viewed as honest. I do not think people want to cheat because they think they will be viewed as immoral. Also, they could be punished which would hurt them as well. If everyone cheats in schools, why not just allow it? That is the way that the world is running currently and everyone is cheating their way through
John William Atkinson’s calculation identifies a student’s tendency of avoiding or engaging in tasks is helpful for teachers. The Expectancy x Value equation discovers the natural desires a student has to succeed (MS in the equation) and avoid failure (MAF in the equation). These are individual aspects of a person’s natural traits and defined as stable. Using the theory’s formula TA (resultant tendency to approach or avoid achievement activity) =(MS x Ps (Perceived probability of success) x ls (Pride for succeeding)-(MAF x Pf (Perceived probability of failing) x lf (shame for failing) we can calculate Pampered Patrick’s
“To them, self-esteem is derived from two sources: how a person views her performance in areas in which success is important to her and how a person believes she is perceived by significant others” (Orenstein, 1994, xxii). In other words, if any of these two sources fail to meet her expectation, it would likely damage her self-esteem. As results, low self-esteem can lead to eating disorder, sexual harassment, depression and declining of academic
Mari Pearlman states, “Cheating in school reflects a basic confusion in society. By emphasizing the wrong things in student testing, we end up inviting a culture of compromise. Teachers are particularly frustrated when parents reveal at home some pride in beating the system- cheating on income taxes, fooling a boss or
Hypothesis 2:Students that participate in 1 or more activities for future advancements are less likely to partake in deviant acts than ones who go home immediately after school.
With the finite amount of resources embodied as exceptional marks, this system impairs the proletarians of an educational institution. Students who are not amongst the upper quartile of their class, but retain noteworthy comprehension of the material they are taught, are being cheated of any academic accolade. What was once a palpable achievement is now a distant illusion of an unattainable goal. The depression of A’s would be detrimental to students both mentally and emotionally. A student who is constantly displaying an apex of effort may still receive low marks. This could crush a student’s self-esteem and remove any incentive that used to be present. The lack of motivation would counter the initial theory that students would be propelled to reach their maximum potential with this
professors appear to be unconcerned about their class, the incidence of cheating increases (Stuber-McEwen et al., 2009). Additionally, instructors who are permissive, unduly difficult or are considered unfair are more at risk to have their students be dishonest (Stuber-McEwen et al., 2009). On the contrary, Stuber-McEwen et al. (2009) found that professors who are closer to their students and develop positive, honest relationships are less likely to have incidences of academic dishonesty. Additionally, when students believe their professor has knowledge, acceptance and adheres to the institution’s academic integrity policy, they are less likely to cheat (Kelley et al., 2005).
Success in a school subject can be measured in two ways. One way being based on grades-a higher grade equals higher success in that subject. The other way being based on understanding-if the material is understood the student is successful. The two are usually related in that a student receives a high grade because they understood the material, but this does not necessarily have to be true. A student can learn the material well enough to pass a test with an A and she is considered to have excelled when she may not even fully understand the material. Additionally, there is always a way to cheat- an option that has never been chosen by myself. I have earned A's all of my classes since the beginning of my freshmen year in high school. I am told by all of my teachers that I excel. But I only believe that some of them are right.
While most people associate cheating with students without the intelligence to pass classes on their own, research has proven that even students, such as Andrea, with the capability of scoring high, will cheat in order to ensure good grades and high scores. Anonymous students used the website CollegeConfidential.com to post ways that other teenagers have attempted to cheat on the SAT; one particular student claims, “At my highly competitive school, lots of people (knowing my SAT) have approached me about it, offering hundreds of dollars. Though I have of course refused, it’s clear that someone could easily make thousands of dollars doing so” (qtd. in Khadaroo 2). Intense and crucial, the SAT has the power to define students’ lives based on their score similar to how a dictionary defines a word. In today’s world, standardized test scores and grade point averages are used to label and rank students. This pressure pushes teenagers to their extremities; they want to do whatever it takes to get a high score even if it means they do not get it
In every school, students’ talents are highly correlated with their tests scores, which is unfair to disadvantaged students. In fact, a student’s scores can be influenced by various reasons. According to Mills and Bryan (1976), scores can be negatively influenced by many factors, for example, if the students feels good, if ventilation in the room is enough, if students have breakfast, he/she tends to perform well in test. Moreover, the test questions also have effects on scores. Mills and Bryan (1976) assert that test itself has a standard error measurement, and the score minimally faithful to the measurement of a child’s achievement (p.16). Students’ scores present insufficient information to make decisions about how much a student have accomplished and how well he will be able to make in the future in these subjects” (Mills, & Bryan, 1976, p.17). Therefore, if test performance partly depends on other factors and test itself, test scores are not reliable, and students’ ability and achievements can not be measured by test
A world that demands perfection is only more likely to create imperfections. In the article “Who’s Cheating Whom?” written by Alfie Kohn, he deconstructs cheating in school from why students cheat to the underlining cause. He sheds light on the fact that cheating could in fact be mainly caused by the environment our culture has created for students. Cheating is most often seen in situations where students find what they’re learning to be boring or something they have no interest in. Many social scientists also believe cheating is a result of both the educational system and society valuing and rewarding the high grades over actual learning and teaching. Due to this competitive environment created in school
Self-esteem is another issue that will improve with the absence of the male species in the classroom. In high school, there is an extreme amount of pressure to fit in. Some may not fit in, and some prey on others in order to f...
It makes their confidence and motivation more fragile’. Many studies indicate that, contrary to popular belief, ability-centered or intelligence-centered praise can have a number of detrimental effects when children believe the praise to be insincere (Meyer, 1992), or when it makes them feel pressured to replicate or exceed their performance in the future (Baumeister, Hutton, & Cairns, 1990- find reference). Dweck and Mueller 1998 conducted a study of 400 fifth grade students in the United States, looking at the effect of praise on learners. The students were given a relatively easy test consisting of non verbal puzzles. Once they finished, half the learners were told the score and given praise based on their intelligence, the other half were praised on their effort. Subsequently, the students were asked to choose between two different tests- a more difficult one or an easier one. Of the students that were praised on their effort nearly 90% chose the harder test. After this, testing the students’ fear of failure, the test was significantly more difficult. The students that were praised on their effort worked much harder on the problems than the students that were praised for their intelligence. When the students were given the option of looking at exams of higher performing o lower performing students, the group that had been praised for their effort were more
Modern students face many pressures for academic success. They are often unwilling to disappoint their parents or spouses. Some fear that not cheating will weaken a student’s ability to compete with their peers. They rationalize their unethical behavior, unwilling to accept a poor grade, consequently justifying cheating as the only means to that end.