It was hypothesized that students with more accepting attitudes towards academic dishonesty would have more accepting attitudes towards infidelity. As predicted and consistent with the findings by Estep and Olson (2011), a positive correlation between academic dishonesty and infidelity was found giving support to the idea that attitudes towards infidelity and academic dishonesty are related. This finding is important because the current study shows that 82 participants (41.4%) reported to cheating in a class, whereas 87 participants (43.9%) reported to being cheated on by a partner. We are not suggesting that accepting attitudes towards academic dishonesty or infidelity are the cause of students engaging in the actual behavior. Instead, we are proposing that future research should investigate if accepting attitudes towards a behavior relates to engaging in that behavior. Findings in the current study could be presented to educational institutions to establish programs that can inform students about the implications of their attitudes towards those behaviors. For instance, the information provided by these programs could point out the risk or consequences involved with cheating in a class or on a partner. Results in the current study need to be applied with caution because the investigation conducted was based on a survey. First, the relation found between attitudes towards academic dishonesty and attitudes towards infidelity does not mean that one causes the other. Instead, this finding only establishes a relation between both academic dishonesty and infidelity. In addition, the finding could be the result of a different variable that is unknown to the current study, but that might relate better to one of the variables being measu...
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... sample that was obtained at only one college. Future research could gather data at different educational institutions to get a more random sample size. Attitudes were another limitation to the current study because attitudes do not actually mean a person will act on a certain behavior. Although, some studies have suggested that attitudes towards certain behaviors can predict if an individual would be involved in those behaviors. Lastly, as with any other survey study there is always a possibility that social desirability might have affected the results. That is, participants might respond to questions in a way as to look good. This could be cause by vague questions or questions that are to long. In conclusion, students’ attitudes towards behaviors should continue to be investigated to continue understand, and to establish programs that would be beneficial to them.
Wellmon, R. , Gilin, B., Knauss, L., & Linn, M. I. (2012). Changes in student attitudes toward
This has become an ongoing problem relating back to the honor code. Specifically, students at more prestigious schools tend to have a lower percentage of students turning other students in for cheating. Despite that fact, Greenberg assumes that students do not want to tell on their peers when she states, “It’s clear that honor codes fail to stop cheating on college campuses.” These students have more pressure to maintain their grades because of how rigorous their coursework is. Greenberg depicts a fallacy involving circular reasoning in this quote because this statement is not proving that honor codes fail in all colleges. Stating that the honor code fails in all of the colleges is not definite. Most students that do see someone cheating do not end up reporting it. The reports are very low regarding students admitting in honor code schools that they participated in cheating or have seen someone cheat. Overall, students do not like to report if they see someone cheating or not. Students at higher schools have more pressure on them so reporting someone else of cheating would not benefit them. That does not become an overall failure for the honor code everywhere. The article does not have enough statistics to conclude that students do not report forms of cheating. Plus, the statistics given in the article are outdated when stating, “just 2.5 percent honor code complainants during the 2008-2009 academic year were students.” If we were given statistics every year, then this could potentially become evidence that the honor code is failing in these
After reading “Save Higher Education: Toss the Cheaters” by Professor Doom, my position would be neutral. I disagree with him, but also agree with him on some terms. Cheaters are not all looked at the same level and I believe that is one of the biggest factors on why cheating is not enforced. I would have to disagree on the punishment cheaters should face. I do, though, agree that the administrators cut corners to help their institution, and that institutions should not allow cheaters to graduate.
How do people behave when they face a number of chances to cheat with little or no risk of exposure? In this summary I will present the results of 4 studies made to determine whether or not people take advance of opportunities to cheat. This experiment is important to companies and institutions to know more about their employees and/or students’ behaviors when exposed to situations when they can or have a chance to cheat, if most institutions understand the behavior related to cheating and opportunities to so do, they can be more prepared to avoid this type of situations, and eventually to catch them.
The essay, “Standing Up for the Power of Learning,” by Jay Mathews explained how one of many students was accused of academic dishonesty. During the regular school session of the year 2001, three fourths of 187 students at Georgia Institute of Technology (GIT) were found guilty of cheating. This was because they collaborated on an assignment in a computer science (CS) course with friends. By communicating with others about the project, the students violated the course honor code that prohibited the discussion among students for that particular class.
How bad has cheating become over the years, the numbers in some cases are mind-boggling. In today’s day and age the amount of college students cheating is numbered to have maintain a steady figure of about 75 percent. (Lang, 2013) Cheating has been around since the beginning of time, some of the reasons behind most of the prolific cheaters are centered on what seems to be three main issues plaguing our society. Cheaters be it young or old, all seem to have what I call the “Big Three” in common. In my research on cheating, there were three things that continued to stick out, such as; procrastinating, the pressure to make the grade and it is easier to cheat rather then to do your own work. To the answer the question why college students cheat, we must first understand why, in order to find a solution on how to help avoid this continuing going forward. After reading this paper you will see that cheating has become prevalent in college, caused by a need to get better grades with less original work being done eventually the ends don't justify the means.
Who is hurt by academic dishonesty? Who cares if you steal test answers, falsify experimental data, cheat on an exam, or download information from a web site and turn it in as your own work?
Infidelity is depicted as an extremely negative thing in the United States, and is often blamed for trust issues, psychologically damaging the spouse and their children, tearing apart marriages and families and more. People who commit adultery are often shamed and told how wrong what they did is and what a terrible person they are for doing it. According to the Journal of Martial and Family by the Associated Press, however, 41% of “marriages where one or both spouses admit to infidelity, either physical or emotional.” Clearly, while infidelity is generally viewed negative by society, many people either decide that it is not as negative as it is portrayed, or do not care and do it anyway. “The Lady with the Pet Dog” and “The Storm” both go against the typical view of adultery being a negative thing in a relationship by showing that it can actually have a beneficial outcome and leave some, if not all people happier.
Academic integrity has been a major concern among many colleges and universities across the world. Many people may ask the question: what is academic integrity? University of Missouri’s Office of Student Rights and Responsibilities (n.d.) states, “Academic integrity is the core set of values and principles that underwrites the very mission of the University itself; integrity, honesty, hard work, and the determination to translate personal and professional principles into behavior.” Some also may view academic integrity as the act of sustaining honest and rightful behavior in an academic setting that avoids, prevent and provide disciplinary actions for those who commits academic dishonesty, plagiarism and cheating of any kind. Majority of college and universities in all disciplines has academic ethics and honesty policies for all students regardless of their academic statues as undergraduate or graduate students. For example, Webster University’s Statement of Ethics (n.d.) for both graduate and undergraduate programs says, “Those who elect to partici...
The first form of adultery is Accidental Infidelity. This can happen to the more careless person, but at the same time, to the person whose values and commitments are tenuous. They lack self-control and respect for both themselves and their spouse. Any situation where they are left alone with the opposite sex is an opportunity for an “accident” to occur. It was shocking to find out that most cases of infidelity occur with couples who are less than twenty -five years old, one would have thought early marriages where happy and care free (figure one).
Standford University: Students Have Double Standards on Sexual Infidelity: Sexual infidelity extends far past marriage bonds, according to college students at Standford University.
Academic dishonesty can impoverish the quality and evaluation of the educational system (Muñoz-García & Aviles-Herrera, 2014), making more meaningful learning much more difficult. One of the main problems with cheating is that students may be going to college with less academic skills than in past years. That may ultimately result in the student feeling forced to cheat again, in order to keep up with peers. The excess amount of cheating can ultimately cause great distress on the student. Academic dishonesty has cognitive, emotional, and social consequences directly affecting students’ well-being. According to Shu and Gino, academic dishonesty has been linked to poor mental health. The negative feelings associated with dishonesty may include guilt, discomfort, or even anxiety. However, some research shows that in order to reduce the psychological distress, one must modify the way they view cheating so that cheating may seem as less of a problem than it really is (Shu & Gino, 2012). One study by Shu and Gino revealed, participants who cheated in a task remembered fewer moral items than those who did not cheat. The study shows how acting dishonest motivates people to forget moral rule, and this can be linked back to academic dishonesty. Academic dishonesty can also cause dangerous problems in future professional contexts. In a study done by Rebekah LaDuke, medical students who cheated in the classroom were more likely to behave dishonestly in nursing school and in practice. Some of the reported behaviors included stealing medication, lying on patents’ charts, and coming into a professional setting while under the influence of drugs (LaDuke, 2013). All of the behaviors can be extremely dangerous in the medical field, and could ultimately hurt others. The multiple studies have shown how dishonest behavior can harm the person, their
Cheating is prevalent and on the rise, especially in schools. In a 2009 study of advantage high school students from 4,316 high schools, 93% stated they cheated at least once. Within this same study 26% of upperclassman cheated five out of nine ways students cheat (Galloway 378), usually by plagiarizing , copying another student’s homework or exam, or collaborating on homework (McCabe 3). Students are under a lot of stress and pressure to succeed in school and in their personal life which comes from other peers, society, family expectations, and themselves. When students see fellow classmates cheat, it sends a message to them that it is acceptable. It has become the normalized (Galloway 378-379). However the consequences if they are caught are getting expelled from school, or receiving a low grade in the class, which in turn will show on their transcript. It’s been shown that teachers don’t report students cheating, handle it in their own way, or they just simply ignore the issue because the teachers don’t want have to deal with all the paperwork in reporting (McCabe 133). According to McCabe’s survey of 789 teachers at 16 U.S. colleges from 2002 to 2010, 40% ignored the issue of cheating and 51% didn’t repo...
The consequences of cheating can be hard for a teen to understand. Without the ability to see the long-term effects, students may have the feeling that the pros outweigh any of the negatives that might come to mind. Cheating lowers undergraduates self-respect and confidence. If others see an individual cheating, they will lose their respect and trust that they may have. Unfortunately, cheating is not a one-time issue and will continue to occur due to the fact that undergraduates find it easier to be dishonest and use others work rather than doing it on their
Academic integrity in undergraduate education is in danger due to the many counts of dishonest acts in the institution, and in the workplace. Many undergraduate institutions have the problem of academic integrity being enforced, due to grades being used to measure the potential of future employees by employers (Sims, 1993). Because of the obstacle of grades, and evaluation measures produced by the institution give few places for grades to improve, students will perform dishonest acts to obtain the highest grades so as to obtain their job. Therefore, institutions need to instill the fact that “dishonesty is not an acceptable alternative” in reaching for the “good life” (Sims, 1993). Institutions need to provide more measures for students to