Cheating

In the schools, cheating can be defined as any means by which a student breaks rules in order to gain an unfair advantage over classmates on an assignment or exam. The literature has demonstrated that cheating is widespread and increasing in its prevalence (Schab, 1991). For example, Schab found a large increase of endorsements on a measure of cheating given over three decades that included questions such as, “Have you used a cheat sheet on a test?” Among other research, such findings suggest that cheating has become an accepted behavior among students.

Within a developmental framework, cheating behavior can be understood through Lawrence Kohlberg's model of moral reasoning (Powers & Powers, 1997). According to this model, motivation for learning changes from obeying authority in early childhood to valuing knowledge in early adulthood. Youths at higher levels of moral reasoning are less likely to report that they would cheat. However, research demonstrates that youths at all ages are equally likely to engage in cheating behavior. A possible explanation is that at middle stages of moral [Page 87]reasoning, adolescents may more easily rationalize cheating.

Students who report cheating express being more extrinsically driven and less intrinsically motivated than those who report not cheating (Anderman & colleagues, 1998). Thus, environmental factors such as teacher monitoring may better prevent cheating behavior than targeting internal factors such as moral reasoning. In some cases, children may not understand what defines cheating. For example, expectations for work to be completed independently may increase from grade to grade (Powers & Powers, 1997). Similarly, students may have different perceptions than teachers as to what is cheating. For example, one study found that students were unclear that providing test answers to another student constitutes cheating (Evans & Craig, 1990). In these cases, direct teaching of what constitutes cheating is an appropriate intervention.

Research has found that students are most likely to cheat when rewards are high and consequences low (Powers & Powers, 1997). Teaching styles that promote cheating include covering too much material on a single examination, grading on a curve, and using few tests to determine a final grade. In one study, students who reported cheating in school stated they received extrinsic rewards for their performance (e.g., good grades, less homework) (Anderman and colleagues, 1998). Additionally, the quality of the teacher–student relationship and the level of respect for the teacher have been found to be negatively associated with the likelihood of cheating (Murdock & colleagues, 2001).

Motivation research suggests that classrooms that emphasize task mastery over grades are less likely to produce cheating behavior (Anderman and colleagues, 1998). A key to decreasing cheating behaviors is to indoctrinate students with the belief that learning, rather than good grades, is necessary for success (Schab, 1991). Teachers and administrators must model honest behaviors. In addition, teachers can attend to students' sense of moral and civic duties. Instilling an honor system rather than increasing teacher monitoring allows students to take ownership of their behavior rather than feel distrusted. Extrinsic strategies, such as test supervision, widely spaced seating, and clear consequences are important prevention techniques. However, punishments should not be made so severe as to deter students from reporting their peers or admitting to their own cheating (Powers & Powers, 1997). Maintaining flexibility in determining consequences in a democratic approach may help students take responsibility for not cheating (Powers & Powers).

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