Steven Crawford - Why Students Cheat

Understanding Academic Dishonesty

The Cultural Context of Cheating

• The phrase "if you're not cheating, you're not trying" reflects a cultural acceptance of cheating, extending even to everyday behaviors like speeding.

• Statistics indicate that 20% of students will cheat whenever possible, while 20% will never cheat, leaving 60% in a gray area regarding academic integrity.

Prevalence and Perception of Cheating

• A survey from 2012 revealed that while 84% of students believe cheating should be punished, two-thirds admitted to having cheated themselves.

• Most instances of cheating occur in homework rather than tests; there is a discrepancy in how academic misconduct is perceived between these types of work.

Online vs. Face-to-Face Classes

• Research shows similar rates of cheating in both online (32.7%) and face-to-face classes (32.1%), challenging the assumption that online classes lead to more dishonesty.

Reasons Behind Cheating

• Factors contributing to academic dishonesty include time constraints, perceived irrelevance of assignments, and poor time management skills.

• Students may cheat if they believe it’s socially acceptable or if they doubt their abilities; pressure to succeed can exacerbate this behavior.

Personal Factors Influencing Cheating

• Some students cheat unintentionally due to lack of understanding about what constitutes cheating or plagiarism.

• Other motivations for cheating include laziness, thrill-seeking behavior, anxiety related to assessments, and the temptation presented by easy opportunities.

Theoretical Framework: Understanding Student Behavior

Educational Theory Application

• A mathematical model can help understand why students resort to cheating by examining the balance between load (demands on students) and power (resources available).

Load vs. Power Dynamics

• Load encompasses external demands such as family responsibilities and coursework alongside internal factors like personal goals and self-concept.

• Power includes resources like mental ability, social skills, economic status, and physical health which influence a student's capacity to manage their load effectively.

Implications for Educators

Instructor Generated Load and Student Perception

Impact of Instructor Behavior on Student Attitude

• Treating students as inferior or ignoring their opinions can negatively impact their attitude towards learning.

• Impatience and rigidity from instructors increase the instructor-generated load, affecting student engagement.

Assignment Management and Clarity

• Assignments must be appropriate and clearly explained to avoid perceptions of busy work, which can heighten instructor-generated load.

• Insufficient time for assignments contributes to increased stress and frustration among students.

Environmental Factors Affecting Learning

• External factors like slow network connections can frustrate students, adding to their cognitive load.

• Ensuring that links within course materials function properly is essential in reducing unnecessary load on students.

Balancing Load with Learning Objectives

• The formula of margin as "load over power" helps maintain an appropriate balance between student workload and their capacity to manage it.

• Aligning assignments with learning objectives while treating students respectfully is crucial for effective teaching.

Cheating Concerns in Online vs. Face-to-Face Settings