高职院校学生考试作弊情况的回归分析——以徐州工业职业技术学院为例

考风建设历来是高职院校教学管理中的一项重要内容。本文以考试作弊次数为自变量,以学生基本情况、中学时考试作弊情况加上计划行为理论提出的作弊道德观、作弊态度、作弊收益与代价估计、感受压力、学校政策共7个模块20个项目的因变量进行回归分析,并根据回归结果提出相应的建议。     

It's Wrong,But Everybody Does It: Academic Dishonesty among High School and College Students

Academic cheating has become a widespread problem among high school and college students. In this study, 490 students (ages 14 to 23) evaluated the acceptability of an act of academic dishonesty under 19 different circumstances where a person's motive for transgressing differed. Students' evaluations were related to self-reports of cheating behavior, sex, school grade, and psychological variables. Results indicated that high school and college students took motives into account when evaluating the acceptability of academic cheating. Cheating behavior was more common among those who evaluated cheating leniently, among male students, and among high schoolers. Also, acceptance of cheating and cheating behavior were negatively related to self-restraint, but positively related to tolerance of deviance. The results are discussed with reference to biological, cultural, and developmental factors.     

Cheating Behaviors among Undergraduate College Students: Results from a Factorial Survey

Using a factorial survey administered to college students at two Universities, this study examines students’ tendencies to engage in academic misconduct. The relation of strain, self-control, and deterrence theories to likelihood of cheating are further explored. The results suggest that increasing the severity of the punishment for cheating does not deter academic misconduct; however, several variables indicating an increased certainty of being caught did decrease the likelihood of cheating behaviors. Only the strain variables that indicated a student had an ill family member or that the student found the course difficult significantly increased academic misconduct. Although self-control did not have a direct effect on cheating it indirectly affected cheating behaviors through students’ perceptions of getting caught and their perception of wrongfulness of the cheating behavior. Policy and future research implications of the findings are further discussed.     

Understanding Student Cheating and What Educators can do About it

Abstract. This article reviews the empirical evidence on college student cheating and places it in a context that combines economic theories of benefit/cost analysis and unobservable behavior with social network analysis of how widespread rule breaking can develop in an organization. The implications are that students cheat because the benefit/cost tradeoff favors cheating; that the problem of unobservable behavior can be substantially mitigated by promoting academic integrity as the social norm; and that many factors that have contributed to the development of more and stronger relationships between college students have helped to promote cheating. The article makes ten specific recommendations for educators.     

DIFFERENCES BETWEEN WOMEN AND MEN REGARDING DECISIONS TO COMMIT TEST CHEATING

Few studies investigating student cheating havereported statistical tests of difference regarding theeffects of variables across gender. Using scenario-basedsurvey data from 598 university students, this study examined differences between womenand men in mean levels and effects of explanatoryvariables on intentions to cheat on a college exam.Findings showed significant gender differences in mean scores on measures of low self-control, shame,perceived external sanctions, grades, and cheatingintentions. Regression analyses showed that the effectsof morals and grades were more pronounced in predicting women's cheating intentions, whereas men weremore affected by prior cheating and perceived pleasureof cheating. Analyses further showed that higher levelsof anticipated shame among women and less self-control among men accounted for most of the variationin cheating intentions between women and men.     

Circumstances surrounding cheating: A questionnaire study of college students

A questionnaire assessing beliefs and behaviors associated with cheating was administered to 365 college students. Circumstances rated most likely to increase cheating were low instructor vigilance, unfair exams, an instructor who does not care about cheating, and dependence of financial support and long-term goals on good grades. Circumstances rated most likely to decrease cheating were high instructor vigilance, fair exams, high punishment for getting caught, essay exams, widely spaced exam seating, and valuable course material. Principal components analyses revealed several factors underlying planned cheating: difficulty/negative consequences of cheating, pressures, instructor personality, social norms, and interest in the course. These factors relate to the determinants of behavior specified by the theory of planned behavior. Self-reports indicated that 83 percent of respondents cheated in college and that the two most common types of cheating were giving (58 percent) and getting (49 percent) exam questions to and from other students before an exam. Acts of helping someone else cheat were more commonly reported than corresponding acts of cheating for oneself. Students with high cheating scores tended to be male rather than female, to have a low goal grade-point average, and to believe that the prevalence of cheating in college is high.Both authors contributed equally to this research.A version of this paper was presented at the annual meeting of the American Psychological Association, Toronto, Ontario, August 1993.     

FACTORS INFLUENCING ENGINEERING STUDENTS’ DECISIONS TO CHEAT BY TYPE OF ASSESSMENT

Academic dishonesty (cheating) has been prevalent on college campuses for decades, and the percentage of students reporting cheating varies by college major. This study, based on a survey of 643 undergraduate engineering majors at 11 institutions, used two parallel hierarchical multiple regression analyses to predict the frequency of cheating on exams and the frequency of cheating on homework based on eight blocks of independent variables: demographics, pre-college cheating behavior, co-curricular participation, plus five blocks organized around Ajzen’s Theory of Planned Behavior (moral obligation not to cheat, attitudes about cheating, evaluation of the costs and benefits of cheating, perceived social pressures to cheat or not to cheat, and perceived effectiveness of academic dishonesty policies). The final models significantly predict 36% of the variance in “frequency of cheating on exams” and 14% of the variance in “frequency of cheating on homework”. Students don’t see cheating as a single construct and their decisions to cheat or not to cheat are influenced differently depending on the type of assessment. Secondary findings are that a student’s conviction that cheating is wrong no matter what the circumstances is a strong deterrent to cheating across types of assessment and that a student who agrees that he/she would cheat in order to alleviate stressful situations is more likely to cheat on both exams and homework.     

FACTORS ASSOCIATED WITH CHEATING AMONG COLLEGE STUDENTS: A Review

A review was conducted of the results of 107studies of the prevalence and correlates of cheatingamong college students published between 1970 and 1996.The studies found cheating to be more common in the 1969-75 and 1986-96 time periods thanbetween 1976 and 1985. Among the strongest correlates ofcheating were having moderate expectations of success,having cheated in the past, studying under poor conditions, holding positive attitudes towardcheating, perceiving that social norms support cheating,and anticipating a large reward for success. However, animportant limitation on the conclusions drawn from this research is that many variables wereincluded in only one or a few studies. A model of theantecedents of cheating is proposed and the implicationsof this model for the identification of students at risk for cheating and controlling cheatingare discussed.     

Work ethic and academic performance: Predicting citizenship and counterproductive behavior

In this study, work ethic was examined as a predictor of academic performance, compared with standardized test scores and high school grade point average (GPA). Academic performance was expanded to include student organizational citizenship behavior (OCB) and student counterproductive behavior, comprised of cheating and disengagement, in addition to college GPA. Results indicated that work ethic explained incremental variance in student OCB, cheating and disengagement beyond standardized test scores or high school GPA. However, work ethic did not explain incremental variance in college GPA. Specific work ethic dimensions were related to each outcome. These findings provide support for the importance of non-cognitive variables in academic contexts, particularly when considering an expanded performance domain. In addition, results provide additional validity evidence for the nature of work ethic as a multidimensional construct.     

大学生考试作弊的经济学分析

章主要对大学生在校学习期间考试作弊的一般原因和具体原因进行了分析，提出了治理考试作弊的若干对策。     

Attitude Toward Cheating and Opportunistic Behavior

Abstract

The problem was to Investigate attitude" toward cheating and the incidence of opportunistic cheating behavior in samples of undergraduate and graduate college student". Attitudes were assessed through the administration of Anderson’s attitudinal measurement instrument. Opportunistic cheating was observed through the utilization of contrived situations applied under two different levels of stress. Findings suggest that (a) attitudes toward cheating as measured by Anderson's scale do not appear to reflect the actual behavior of the respondents, and (b) In a given situation, regardless of the presence or absence of stress, approximately one-third of a college class will cheat opportunistically if the climate is an advantageous one.     

对大学生考试作弊问题的审思

考试是检测学生对知识掌握的情况、了解教师的教学效果的重要途径。但目前高校存在着严重的考试作弊问题。考试作弊的手段不仅多种多样,还产生了许多危害和不良影响。大学生考试作弊的主要原因与大学生自身、学校、社会有着密切的关系。遏制大学生考试作弊,可从五个方面来着手:加强对大学生的诚信教育;完善考场监督管理机制;改革考试方法;有关部门严厉打击社会上以帮助考试作弊来盈利的人员;利用现代科学技术防止大学生作弊。     

影响大学生考试作弊行为的因素及干预策略

目的:分析大学生考试作弊相关影响因素,为降低考试作弊率提供科学决策依据。方法:采用自愿填写问卷调查表的方式,对600名来自浙江宁波三所高校的大学生进行问卷调查,并采用logistic回归模型分析不同因素对大学生作弊的影响。结果:“学习成绩”“年级”“教学质量”“作弊被抓概率”“作弊惩罚力度”对大学生考试作弊率没有影响,“性别”“对作弊的态度”“效仿作弊情况”对考试作弊率影响显著。结论:为了降低大学生考试作弊率,学校应积极对监考老师进行相关培训,大力加强对大学生的思想品德教育。     

基于计划行为理论的高职学生考试舞弊行为分析

采用分层整群抽样的方法,对杭州下沙高教园区的某高职院校抽取280名在校学生,采用杜金等人根据计划行为理论编制的大学生考试作弊行为意向问卷,进行高职学生考试舞弊行为的调查。调查数据以相关关系和逐步同归分析等数据统计方法进行分析,探讨高职学生考试舞弊行为及其影响因素。     

College cheating: Ten years later

In this 10-year follow-up study of student cheating, we surveyed 474 university students to (1) evaluate the extent of cheating; (2) assess attitudes toward cheating; (3) identify variables that discriminate between cheaters and noncheaters; (4) assess the relative effectiveness of various deterrents to cheating; and (5) examine changes in cheating attitudes and behaviors from 1984 to 1994. Most students (61.2%) reported cheating in 1994, up significantly from 54.1% in 1984 (Haines et al., 1986). Despite this increased cheating, students in 1994 were significantly less likely than in 1984 to neutralize (rationalize) their cheating. Ten variables that discriminated between cheaters and noncheaters in 1984 did so again in 1994, and 12 additional discriminating variables were identified. A principal components analysis of these 22 variables indicated that, compared to noncheaters, cheaters are (1) less mature; (2) less reactive to observed cheating; (3) less deterred by social stigma and guilt and more likely to neutralize cheating; (4) less personally invested in their education; and (5) more likely to be receiving scholarships, but doing less well in school. Both cheaters and noncheaters rated embarrassment and fear of punishment as the strongest deterrents to cheating; disapproval of one's friends was ranked as the least effective deterrent by both groups.     

加强高校考试管理促进考风考纪建设

本文针对高校学生考试作弊现象,分析作弊原因与危害,探讨如何有效地防范高校学生考试作弊。     

高校学生考试作弊分析与对策

大学生的考试作弊违纪现象不容忽视,分析了大学生作弊原因、形式。提出了加强诚信教育、改进教学和考试方式、营造公平竞争环境、提高学生心理素质等防范考试作弊行为的教育对策。     

大学生考试作弊心理的调查与分析

通过调查研究,对大学生考试作弊现象运用心理学的方法与理论进行了剖析,指出大学生考试作弊现象的形成及其愈演愈烈,是外因与内因共同作用的结果。     

Russian and American college students' attitudes,perceptions and tendencies towards cheating

The literature reports that cheating is endemic throughout the USA. However, lacking are international comparative studies that have researched cheating differences at the post-secondary business education level.This study investigates the differences between Russian and American business college students concerning their attitudes, perceptions and tendencies towards academic dishonesty. The study found significant differences between Russian and American college students' behaviours and beliefs about cheating. These findings are important for business educators called to teach abroad or in classes that are increasingly multinational in composition.