Steven Crawford - Why Students Cheat
TeachOnline・2 minutes read
Many students cheat due to various factors like time constraints, social acceptance, and pressure to succeed, despite the majority believing cheaters should be punished. Studies show that cheating rates differ slightly between face-to-face and online classes, highlighting the ongoing battle for academic integrity in educational institutions.
Insights
- A significant portion of students engage in cheating, with statistics showing that around 20% will cheat whenever possible, while another 20% are steadfast against cheating, leaving 60% in a gray area regarding academic integrity.
- Despite the majority of students believing cheaters should face consequences, a substantial number still admit to cheating themselves, primarily in homework rather than tests, highlighting a prevalent inconsistency between attitudes and actions regarding academic dishonesty.
Get key ideas from YouTube videos. It’s free
Recent questions
What percentage of students cheat?
20%
What did Angela Biser's survey reveal about student beliefs on cheating?
84% believe cheaters should be punished
How many students admitted to cheating in face-to-face classes?
32.1%
What factors contribute to academic dishonesty according to Virgil Varell's article?
Time constraints, social acceptance, confusion about goals, pressure to succeed
How does Howard McLusky's theory connect student cheating to their abilities?
Power to handle tasks influenced by load and power factors
Related videos
Summary
00:00
Academic Cheating: Statistics, Factors, and Theories
- Bowman's 2002 statistics show that 20% of students will cheat whenever possible, 20% won't cheat under any circumstances, and 60% are in the battle for academic integrity.
- Angela Biser's 2012 survey revealed that 84% of students believe cheaters should be punished, yet two-thirds admitted to cheating themselves, mostly involving homework over tests.
- George Watson and James SLE's 2012 study found that 32.1% of students admitted to cheating in face-to-face classes, slightly less than the 32.7% in online classes.
- Virgil Varell's 2005 article outlined factors leading to academic dishonesty, including time constraints, social acceptance of cheating, confusion about educational goals, and pressure to succeed.
- The theory of margin by Howard McLusky connects students cheating to their power to handle tasks, influenced by load factors like family, career, coursework, and power factors like physical strength, mental ability, and skills.
