MOT

IVESOFCHEAT
INGAMONGSENI
ORHI
GHSCHOOLST
UDENT
;

T
HEROL
EOFEF
FICACYANDPEERI
NFL
UENCE

BU-
UCAN,
KIMBERL
YCL
AIRE,
HUMSS

Re
sea
rch
er
J
UNE2021
 Ch
apt
er1

T
HEPROBL
EMANDI
TSBACKGROUND

I
nt
rod
uct
io
n/Ov
erv
iew

Ich
eatwi
th,f
romandfo
rmyg r
ades.
Thi
sisapr
eval
entmi
ndsetofl
ear
ner
s
when
everth
eyarefaci
ngdi
f
fi
cul
t
iesdur
in
ge x
amin
ati
on,
qui
zz
es,
ass
ignment
sand
pr
oj
ectsi
nscho
ol.

Cheat
in
ginacademici
n st
it
uti
onsisaworl
dwideiss
ue .
Adol
escen
tsar
ea tati
mein
th
eirli
veswher
ep ee
rinf
luenceandp eerpr
essur
eareh i
gh(Rett
in
ger&Kramer,
2009).
Inth
ea d
ventofthetwentyfi
rstcent
urygenerat
i
on ,
oneofth
emo s
tdist
urb
ing
anda l
ar
mingpro
ble
msine ducat
ioni
su nder
pinn
edb ystuden
ts’
waysofcheat
in
g.
Pro
b l
emsconcer
nin
gc he
a t
i
n gbecamee vi
dentnotonl
ya mongund
ergr
aduat
euniv
ersi
ty
st
ude n
ts,b
utal
soamongs econd
arylearne
rsinrece
n tt
imes.

“
Cheat
in
go raca
demicmisde
me anorisnotan e
wp he
nome n
on”(Taradietal
.
,201
2,
p.1
4),bu
talong
-fami
li
arpro
ble
mn oto
n l
yinma nyEurop
eanc o
untr
iesbuti
nt h
e
Phi
li
ppi
nesi
nparti
cul
ar
.Thi
sisakindofmisconducti
nsuchawa yth
a ti
tundermine
s
stu
dents
’cap
abil
it
ytoma s
terl
ess
onsa n
da c
hiev
ee xce
ll
enceinth
eirperf
ormanceand
l
earni
ngcompet
e n
cie
sa sembedd
edinth ecurr
icu
lumgui
dep r
ovi
dedb ytheDe p
art
ment
ofEduca
ti
on.

I
nAt eneodeMani
laUni
versi
ty
.it
spa r
ti
cip
ants,
learne
rsinpa r
ti
cul
ar,
arerequ
ir
ed
t
ofa i
thf
ul
lyfol
l
owthemandateofexcel
l
ence,master
yan dint
e g
ri
tyofle
a r
ni
ng
kn
o wled
gea ndski
l
ls
,whi
chareint
endedforthepro
li
fer
ati
ono fth
eiri
nfi
ni
tepoten
ti
als
whi
c hl
iedormanti
funt
ouch
edwi t
hthegra
c esofacademici
ns t
ruct
io
ns.I
nthi
ssense,
t
hisp u
rposei
sn o
wadaysal
mo s
tandalwaysfru
str
atedbymi s
c ond
uctsorundi
sci
pl
in
ed
pe
rformancesamongthe

l
ear
ner
soft
hi
s21
stc
ent
urye
ra.
Tec
hno
log
ica
lad
van
ceme
ntsh
avema
dec
hea
ti
nge
asi
er
a
ndmo
rep
rol
i
fi
c.

Th
ispapers
uppl
ementsth
ee st
abl
is
hedfi
ndi
n g
so naca
demicdi
sho
nest
yby
de
li
nea
tin
gtheinno
vati
vetec
hniq
uesthatst
uden
tsu s
etoresp
ondtoper
cei
veddi
f
fi
cul
ty
an
dfru
str
ati
onsencou
nter
edwith
inthecon
textofSeni
orHi
ghScho
oll
earn
ersi
nDi
vis
ori
a
Hi
ghScho
ol,
Sant
i
agoCity
,I
sab
ela,
Phil
i
ppi
nes.

T
hepurpo
seofstudyi
sthreef
ol
d:f
ir
stl
y,t
odete
rminet
heeff
ectofpeerat
ti
tu
des
a
ndbehav
ioronth
elik
eli
hoo
do fche
ati
ngbeha
vio
r;se
condl
y,t
oest
abl
ishthesi
gni
f
ica
nce
o
fsel
fef
fi
cacyinpro
mo t
in
ga c
a d
emici
ntegr
it
y;l
ast
ly
,toas
cert
ai
nthee f
fect
i
vewaysof
d
ete
rri
ngacademi
cd i
shon
esty
.

Ba
ckg
rou
ndo
fSt
udy

Cheat
ingmig
htse
e mli
keanide
alsol
ut
io
nwhenas t
uden
tdoesn'
tst
udy,
can'
t
c
ompl
e t
el
yresea
rchapaperori
sstr
uggl
i
ngtoavoi
dfa
il
in
gac l
ass
.Thecons
equence
sof
c
heat
ing,
however
,canb
et r
ul
ydir
ea n
drangefr
omtempora
ryacade
micdif
fi
cul
t
iesto
s
eri
ousl
egalp
robl
emsandperman
entrep
utat
io
ndamage.

Thi
s-
secti
onwil
lco
ve rt
hebackgr
ound-i
nf
ormati
onrel
evantt
ot hes t
udy;suchas:
Acad
e mi
cd i
shon
esty(c
he at
in
g);Rel
evantI
nter
nati
onal
stud
ies,andthep r
oblem-
st
atement
,alo
ngwithth
ep urp
osefort
hes t
udy.Th
erevi
ewr ec
o r
de dbelo
wd oesn o
t
cl
ai
mt obeafull
y-
comprehensi
ve-
accou
ntofevery-
in
stanc
erelat
e dtoc he
ating-
ph
enome n
a,buti
tdoesgi
v eafai
rl
y-go
od-pi
ctu
reoftheor
derofma g n
it
udeo fact
ivi
ti
es,
ach
ievement
s,andpro
blemse n
count
ered,a
ndp r
obabl
yin
clu
det hemo st-
si
gn i
f
icant
-one
s,
i
dent
ifi
ed,f
orwhic
hinf
orma t
i
onwa savai
l
abl
e,attheti
methi
s-stu
d ywa scarri
edout.

Thi
spap
eraimtopr
ese
ntthep
erc
ept
iono
fSenio
rHighScho
olonche
atin
g.Th
evas
t
maj
or
it
yofst
udent
sbel
i
evetha
tche
ati
ngi
sbad,y
etther
ea r
esti
ll
ma n
ywh opra
cti
cei
t
.
Ch
eati
ngi
nscho
oli
scal
l
edacademi
cdi
sho
nest
y.The
rearetype
so fa
cademic
d
ish
ones
tyacco
rdi
ngtoD.
Stu
ber
metwe
n,2009th
isi
ncl
udesfa
bri
cat
i
on2005amon
g
c
urr
entco
ll
egest
uden
t70%admi
ttoch
eati
ngontes
t,q
uiz
zesandhomewor
ks.

S
tuden
tsaremor
eli
kel
ytoc
heato
rplag
iar
iz
eift
heass
ess
menti
sveryh
igh
-st
akesori
f
t
heyhavel
owexpec
tat
io
nsofs
ucces
sd u
etoper
cei
vedl
acko
fabi
l
it
y,
tes
tanxi
etyor
g
radefo
cusenv
ir
onment
.

T
h erese
a r
cherwereal
ar
medtoth i
snoti
ceabl
ecircu
mstance.
Sotheresear
chers
a
reen cou
ragedtoconduc
tastu
dy,theresear
cherwereabl
etod ef
in
ec h
ea t
in
g,pi
npoi
nt
i
dent
if
ywh etherchea
ti
ngisapr
oducttola
zines
so rsomeothe
rcir
cmstancesand
d
eterminethewaysonh o
wstud
entscheat.I
ti
sd esi
retoth
eb ot
tomli
neofthestu
dy
t
hatwo u
ldcont
rib
utetoth
eunder
standi
ngofthestudent
sbehavi
orfo
rwardsstu
dyi
ng.

St
ate
men
toft
hePr
obl
em/
Res
ear
chQu
est
io
ns

T
hisst
udyai
mtoi
nve
sti
gat
ethemot
i
veso
fch
eat
i
nga
mon
gse
nio
rhi
ghs
tud
ent
;th
e
r
ol
eofsel
fef
fi
ci
encya
ndpee
rinf
lu
enc
e.

Pr
ima
ri
ly
,its
eekt
oan
swe
rth
efo
ll
owi
ngq
ues
ti
ons
:

1
.
Wha
tar
eth
ere
aso
nso
fst
ude
ntt
odoc
hea
ti
ng?

2.
Wha
tar
eth
eimp
acto
fch
eat
i
ngt
oth
epe
rfo
rma
nceo
fth
est
ude
nt?

3.
Doy
out
hi
nkc
hea
ti
ngc
anb
eco
meal
ong
-te
rmh
abi
t
?

4.
Inwh
ats
it
uat
i
onsd
ost
ude
ntu
sua
ll
ych
eat
?
Hy
pot
hes
is

Per
hapsonehypot
hesi
sforwhystu
dentscheatist
hefactt
h a
tth
eyfeel
the
pressu
retomakeg o
odgrade
s.Inas i
tu
ati
oninwhi
c hthes
tudenti
sunpr
epa
red
f
o ranexam,he/s
hema ycheatina
ne f
for
ttokeepfromrec
eivi
ngagradef
or
wh i
chhi
s/herp
arentwi
lls
col
do rpu
nis
hthechil
d.(Ther
eared o
c u
mente
dcases
ofthi
stypeoft
hing).

Sc
opea
ndDe
li
mit
ati
on

T
hisst
udywi
ll
focu
sonth
e"Moti
veso
fCh
eat
i
ngAmo
ngS
eni
orHi
ghS
tud
ent
;Th
eRo
le
o
fSelfEf
fi
ci
enc
ya n
dPeerI
nfl
uen
ce.
"

T
her
esp
ond
ent
swi
l
lbet
heS
eni
orHi
ghS
tud
entwh
oar
eex
per
ie
nci
ngt
hi
ski
ndo
fis
sue
.

T
hes
tud
ywi
l
lbec
ond
uctt
hi
sSc
hoo
lYe
ar2021
-2022.

T
hep
ri
mar
yda
tac
oll
ect
i
ont
ool
sth
atwi
l
lbeu
sea
res
urv
eya
ndo
bse
rva
ti
on.

Si
gni
f
ica
nceo
fth
eSt
udy

T
hiss
tud
ywi
l
lbe
nef
i
tth
efo
ll
owi
ng:

1
.
Stu
dent
s-T
hefi
ndin
gsofth
iss
tud
ywo u
ldb
ene
fi
tth
est
ude
ntsb
eca
usei
twi
l
li
nf
orm
t
hemtot
hepos
sib
leout
comeso
fchea
ti
ng.

2.Paren
ts-T
hefi
ndi
ngsoft
hi
sstu
dywoul
dbe
nefi
tth
epar
ent
sfo
rth
emtokno
wthe
fa
c t
orswhyt
hei
rchi
l
drenpr
act
ic
ea c
ade
michon
estyan
dhowcant
heyh
elpt
hem.

3.Schoo
l-Th
efin
din
g soft
hisst
udywo
ul
dbenef
itth
es c
hoolb
ecaus
eitcani
nf
ormthe
m
th
a tt
her
ea r
eah i
ghlevel
ofcheat
i
ngamongt
hes tu
dents
.Theyco
ulda
lsoh
elpu
sto
pr
op o
seint
erv
enti
onstopreve
nti
tora
tl
eas
tle
ss e
nthenumberofst
ude
ntswhopr
act
ice
i
t.

4.
Fut
ureRe
sea
rch
ers
-Th
iswo
ul
dse
rvea
sag
uid
eli
neo
rba
sisf
orf
ut
ures
tud
ies
.

5.
Teac
hers
-Thef
in
din
gso
fth
iss
tud
ywo
ul
dbe
nef
i
tth
ete
ach
ersi
nor
dert
okn
owwh
ere
th
erecanpr
ovi
de
s
ome
thi
ngt
opr
eve
ntt
hei
rst
ude
ntsf
romc
hea
ti
ng.

Ob
( j
ect
iv
eoft
heSt
udy
/Pu
rpo
se)

F
oll
owi
nga
ret
heOb
jec
ti
veo
fSt
udy
:

1
.
Toi
nve
sti
gat
ere
lat
i
ons
hip
sbe
twe
enp
ers
ona
li
ty
,mo
ti
vat
i
ona
nda
cad
emi
cdi
sho
nes
ty.

2.
Tou
nde
rst
andt
hel
i
kel
i
hoo
dofc
hea
ti
ngi
nac
ade
miamo
ree
ffe
cti
vel
y.

3.
Tok
nowt
hemo
ti
veso
fch
eat
i
ngl
i
esi
nth
ene
gat
i
vei
mpa
cto
fac
ade
micd
ish
one
sty
.

4.
Toi
nf
ormf
acu
lt
y'
spe
rso
nal
i
zedi
nt
erv
ent
i
ons

5.
Tof
i
ndo
utt
hemo
stc
ommo
nre
aso
nwh
yst
ude
ntsc
hea
t.

(
Con
cep
tua
l/T
heo
ret
ic
alF
rame
wor
k)

Inthi
ss t
udy,moti
v e
sofc h
eati
ngamo n
gS HS:r
oleofs e
lf
-eff
ica
cyandp eer
i
nf
lu
enceaffectsthei
rreaso
n /
swh ythe
yc hea
t(reas
o n
sa sthes e
lf
-ef
fi
cacyandpeer
i
nf
lu
ence)ifthestude
n tper
ciev
ec he
ati
nga sune
thi
calandab a
dd oi
ng,
thenhe/sh
eh a
s
l
ess
/noreasona tal
lt
oc heatot
herwi
seifhe/s
heh a
sal otofreaso
nstocountwhythe
a
cthasbee ndone.However,t
heyarein
terv
ingvari
abl
est obec o
nsi
dersuc
ha ssoci
alo
r
e
xter
nalfa
c to
rsa n
dd emographi
cchara
cter
ist
icoft
hes t
u dentwhi
chcaninf
lue
ncethem
a
stoh o
wt heyp er
si
evec he
a t
in
gd i
ff
erent
l
y.

I
nde
pen
den
t De
pen
den
t
I
nt
erv
eni
ngv
ari
abl
e
v
ari
abl
e v
ari
abl
e
De
fi
ni
ti
ono
fTe
rms

1
.
Aca
demicDis
hone
sty–“al
lf
ormso
fchea
ti
ngontes
tsoro
the
rac
ade
mica
ssi
gnme
nts
a
ndpl
agi
ari
sm”(An
derma
nandMurd
ock
,2007,
p.83).

2.Cheati
ng-ref
erst
o“ anyacti
onthatvi
ol
ate
stheestabl
i
sh e
drul
esgoverni
ngthe
admini
st
rati
onofate
s torth
ec o
mp l
eti
onofanassi
gnment;anybehav
iortha
tgive
sone
st
udentanunfai
radv
a nt
ageovero t
herst
udent
sonat es
to rass
ign
ment;oranyacti
on
th
atde c
reasest
heacc u
racyofthein
tende
dinfer
encesari
singf
romas tu
dent’
s
perf
ormanceonatestorassi
gnme n
t”(Ci
zek,
2003,p.3).

3.Sel
fef
fi
cacy–apers
on’
se x
pe c
tat
iono
rju
dgmen
tofh
owwel
lo
rhowpoor
l
yheors
he
wil
lco
pewit
hasit
uat
i
on,gi
ventheski
l
lson
eposs
ess
esan
dth
eci
rcums
tan
ceson
efac
es
(Ban
dura
,19
86).

4.
PeerPres
sure-
Peerpre
ssur
eisthedir
ecti
nfl
uen
ceo npeop
lebype
ers,
ortheeff
ect
onanin
div
idua
lwhoisencou
rage
da ndwantst
ofol
lowthei
rpeer
sbychan
g i
ngth
eir
at
ti
tud
es,val
uesorb
e h
avio
rstocon
formtotho
seofthein
fl
uenci
nggr
oupori
ndi
vidu
al.

5.
Acade
micInte
gri
ty-Aca
demici
ntegr
it
yist
hemora
lco
deore
thi
cal
pol
i
cyo
fac
ade
mia
.
Thet
ermwa spopu
lar
iz
edbythel
ateDonMcCab
e,whoi
sco
nsi
der
edtob
eth
e
"g
ran
dfat
herofacade
micin
teg
rit
y".
 CHAPT
ER2
REVI
EWOFRELAT
EDLIT
ERAT
UREANDST
UDI
ES

Th
isc
hap
terpr
esent
sarevi
ewofl
it
era
tur
ea n
dstud
iesonstu
dentre
asonso
fth
eir
mo
ti
veso
ndoi
ngchea
ti
ng.I
tor
ien
tsth
ereade
rsonle
galbasi
s,l
i
ter
atu
re,s
tud
ies
,an
d
r
eadi
ngswit
hre
leva
nti
mpli
cat
io
ntothepres
entstu
dy.

L
ITERAT
UREREVI
EW

T
h i
sli
te
ratu
rerevi
ewi n
clu
d edprevi
ousresea
rchfi
nding
sa ndconclu
sion
so nt
he
i
nter
playamongc o
ntext
ualandp sych
olo
g i
calv
ari
abl
esa ndacademicdisho
nesty
.
Backgro
und
T
heg ro
wingrecog
nit
ionthatacademicdis
honest
ya sama j
orcrosscul
tura
lpro
ble
m
ur
gede duca
tor
sa ndrese
a r
cherstoresear
chv a
ri
ousaspectsofacademicdish
onest
y.
Thepri
ma r
yp u
rpos
eo fth
e s
es tud
ieshasbeentodetermi
net h
ep r
evalenceandrangeof
pr
oblem,i
nsti
tu
ti
onalandstude
n tdemographi
cschar
acteri
st
icsasso
c i
atedwit
hc h
eati
ng,
re
a s
onsstudent
sgivenfo
rc he
a ti
ngwhichal
lconst
it
utetohowc he
atingcanbe
pr
even t
ed.

A.
St
ude
ntBe
li
ef

Pe
ers
’at
ti
tu
det
owa
rdsa
cad
emi
cdi
sho
nes
ty

T
her el
ati
onshi
pb e
twe enstude
nts’b
eli
efsaboutthei
rp eers
’ a
tti
tudestoward
c
heati
nga ndthel
ikel
i
h o
odo fthei
rengagementindishonestbehavio
rswa st h
oroug
hly
e
xplo
redb yAndermana ndMu r
d o
ck(2007).Theyfoundstude n
tswithap erceiv
edb el
i
ef
t
hatth
eirpeerscondemne dacademicdis
honestywe r
elesslikel
ytoc heat.Thi
sresul
tl
ed
t
othei
r(2007 ,p
.1
11
)concl
us i
onthat“pee
rdisappr
ova l
isthemo stimporta
n tdeter
minant
o
fchangesincheati
ngb ehavi
or”.
De s
pit
ethefactthatpeerd is
ap p
rovalmightdeter
c
heati
ng,Jendr
ek(1992)foundstuden
tswereratherrel
uctanttoe xpr
e s
st hei
r
d
isap
provalofcheat
in
ga se vi
dencedfromthei
ru n
wi l
l
ing
nes storeportth
ei nci
dentto
a
uthor
it
yf i
gureorstopthec he
a t
ers.
Therelu
c t
ancetor e
p ortpeercheati
n gwasfurt
her
e
labo
ratedinthenexts ecti
on.Ononehand,expressi
ngd i
sap p
rovalabouta c
ademic
d
isho
nestymightdeterit
;ont h
eo th
erhand,
thep e
e ratt
it
ud estowardthea ccept
abi
li
ty
o
facademicd i
shone
stywe rede p
endentuponthepe r
ceivedp eer“cul
tur
eo facademic
di
sho
nesty
”.Gi
vent
heinter
rel
at
ednat
urebet
weenpeers’
att
i
tud
ea n
dc h
eat
ingbeh
avi
or
,
Whi
tneyandSpi
ege
l(2002)bel
ie
vedt
hatstu
dentshav
ethecapa
cit
ytohel
ppre
vent
ac
ademicdis
hon
est
yb yexpr
essi
ngdi
sapp
roval
ofit
.

B.
Pee
rRe
por
ti
ng

Ac onsi
derab
leamo unto fstudi
esrevealedstu
d ent
s’reluc
tancetor e
p o
rtwitness
ed
c
heati
ngb ehavi
orandth er e
a sonsbehi
ndit(Jendr
ek, 1
992;Mc Cabee tal
.,1
999).I
n
J
endr
ek’sstudy,
itwasf oundt hat61%ofthes ampl
er eportedhavin
gp erson
a l
l
yo bse
rved
s
omefo r
mo fcheati
ng,b utthat55%s a
idtheyignoredit.Al
thoughana ddi
ti
onal39%s ai
d
t
hatth
e ydiscu
ssedthei ncidentwithst
ud e
n t
so t
herthant hecheater
,only5%s a
idthey
t
ol
dthec heate
rthattheyd i
sapprovedoftheb eh
avior.Thema j
orit
yofthere spond
ents
r
epor
teda“ feel
i
ngo fange rord i
sgustbutnoneth
elessma den orepor
t”,whil
etherest
e
xpressedanindif
fere
n te moti
on al
responsetowardsthec heati
nginci
dent.Av ar
iet
yo f
r
eason
swe r
eg i
venforn otreporti
ngc h
e at
ers,r
angesf r
omr esponseli
ke“ noneofmy
b
usi
ness”tofearofma kinga ne nemya ndevenc onf
li
cti
ngd ema ndsoflo
y a
ltyposedby
f
ri
endshi
pifthecheaterisaf riend(McCa beetal.
,1
99 9).Anexplanat
ionwasp utfor
ward
b
yT r
evinoandVictor(1
9 91)forunderst
andingthephe n
ome nonthatstudentshadn o
i
nt
enti
ono fconf
ront
ingthe i
rp eersaboutthei
rdi
shonestya ndin
formin
gt heauthori
ty
f
i
gureaboutwhatwa soc curr
ing.Theyproposedthat“groupstendtoc reat
en ormsthat
s
uppor
tin-grouplo
ya l
t
y ”.Thesen ormswe r
es i
gnif
icantinen s
uri
ng“ g
roupco hesi
venes
s
a
ndfosteri
ngfeel
ingsofs ecuri
ty”.Underthesenorms ,
pe errepor
ti
ngr epr
esented“a
v
iol
at
ionofg r
oupnormsr eg ar
d i
ngloyal
tywh i
chwa sli
kelyforthepeerreporter
stoface
c
ondemn ati
onandev ene xpulsi
onfromtheg rou
p”(p.56).

C.
Pee
rCh
eat
in
g

He re
,peerche at
ingrepresent
edb o
thp er
cei
vedn ormo fche at
inganda ct
ual
ch
eati
n grat
es.Inunderstandi
ngtheinfl
uenceofpeerbeh av
ioronc heatin
g,Jo
rdan(2001)
co
nductedar esear
c handf i
ndi
ngsfromh i
sstudi
essugge st
edtha tcheatersbel
i
eved
t
hatmo restu
den t
se ngagedinc h
eati
ngb ehavi
or
sthand idnon-che a
ters.The
sefin
d i
ngs
wer
ec onsi
stentwithpreviou
sresearchontheimport
a n
c eofp e
e rn o
rmsf or
un
derstandi
ng,andp erhapsi
nfl
uenci
ng,cheati
ngbehavior(Wh i
tl
ey ,1998).Anot
ice
a b
le
nu
mb erofcol
legestudentspermit
tedo t
herstude
ntstoc opyfro
mt hemd uri
nganex a
m,
whi
chwa sregardeda saf or
mo fcheati
ng.Whenresearcheraske dwh ytheyall
owedthi
s
t
oh a
pp en,t
hetopre asonsgiv
enincl
uded:“theymightl
e tmec hea tof
ft h
ems ometi
me ,
I
woul
dn’
twa ntthemt obema da tme,Iknowt h
eyn e
e dedtob ego odino r
dertopassthe
exa
m”( Cizek,
1999).Severalexpl
anat
ionsforth
ea ppar
e ntgapb etweenc heat
ersand
no
n-ch eat
ers’est
ima t
ionofcheati
ngrateshavebeens uggestedb yresearcher
s.Fi
rst
,
t
hehigheresti
ma t
ionb ycheater
simpli
edthe i
rat
temp t
sin
preser
v i
ngthei
rs el
f-imagewh i
chiskn o
wna sfal
s econsen s
use f
fect.Thep ercei
ved
cheati
ngc ul
tur
eisar efl
ecti
onthats tudentsl
o oktotheirpeersforcuesa st owhat
behavi
o r
sa r
en or
ma tiveatthei
rinst
it
uti
ons( McCa bee tal.1
999).Thi
sfindingwa s
expla
inedbys oci
a l
co mpari
sonTheory,whichpropo s
edt hatpeopleoft
e nloo
kt oo t
herst
o
val
idatethei
rowna ttit
udesandb el
ief
s.Themo ret hech eater
sbe l
ievedther estwere
cheaters
,themo retheyb el
iev
edc heati
ngwa sa cceptabl
ewh i
chc ons
tit
u t
edt hepeer
pressu
retoc heat.Thee xp
lanat
ionwasc onsist
entwi t
hMc Cabee tal
.’
s(2001 )study
whichfoundpeerb ehavio
rtobea nimportantinf
luenceo na cad
e micdishonesty.Asa
resul
tofbeinginas ocial
contextwheren o
r mofc heati
ngi sacceptabl
e,c h
ea ter
sa r
e
mo r
elikel
ytolearntheb ehavi
or
. Suc
hr el
ations
hipissup port
edbys oci
a ll
earningtheor
y
(Bandura,
1986)wh i
c hemp has
izedthatmu chofth edev i
antbehav i
ori
sle ar
ne dthro
ugh
t
h einf
luenceofex a
mp le.D.Psychol
ogicalvari
ableSelfeffi
cacy
Severalcor
rela
tionalstud
ieshaved i
rect
lye xamineds el
f-eff
ic
acyb eli
efsinre l
ati
onto
cheati
ngb ehavi
or.Fore x
amp l
e,Murdocke tal
.(2001)r eport
eda ninverserelati
on
betweenc heat
ingan da c
ademics el
fe
ffi
cac yformi d
dlesc hoo
lstudents,evena ft
er
contr
oll
in
gp ers
o n
a lgoal
s,cl
assr
o omgoal s
tructur
e s,
an dotherasp e
ctso fth
ec l
assr
oom
envir
onme nt
.Simil
arre l
ati
onsbetweens el
f-ef
fi
ca cyandc heati
ngh aveb eenr epor
tedin
col
legesamp l
es(F i
nn&F r
one,2004).Othe rst
ud i
esh avelink
edc heati
n gtov ari
ous
emo t
ional
a r
ousal
slikefearoffai
lur
e,testan x
ietya n
dwo r
ryin
ga boutone ’
spe rf
ormance
(Andermane tal.
,2007 ),
allo
fwh i
chse r
veda slowe ffi
cacyc ues.

Theinv
e r
serelat
ion
shipbet
we e
na ca
demiceff
i
cacya n
dc heat
in
gwa sexp l
ai
ned
b
yMu rdo
cke tal
.(2002)wh opro
posedtha
t“doub
ti
ngo n
e’sabi
li
t
ytob r
in
ga bo
uta
d
esir
edresul
tmightleadtorel
ia
nceono t
herst
rat
egi
esforsuccess
”,spe
cif
ica
ll
y,
r
efe
rri
ngtoch ea
ti
n g.
Accordi
ngtoMurdock
,lo
we f
fi
cacybreedshi
ghavoida
ncewh ere
as
s
elf
-eff
icaci
ousstuden
tsundert
akedif
fi
cul
tandchal
l
engingt
asksmo r
ereadi
ly.By
a
voi
dingthetask,
thec he
aterssuc
ceedinguar
din
gselfagai
nstbei
nginasit
uati
onthat
c
anp o
tent
ial
lyoverwhel
m, s
tres
s,conf
use,
fru
str
ateandembarras
stheself
.

Synt
hesi
s
-Academi
cchea
ti
ngisa"d
ise
ase"
tha
tshoul
dbetakenser
io
usl
ytocur
bthebehav
iou
rof
acad
emicdi
shon
esty
.I
tcanbecha
ll
eng
ingtoover
comethebeha
vio
urofac
ademic
di
shone
stybu
tanongoi
ngef
for
tmustbeunde
rtak
entole
ssenit
soccu
rence
.th
is
par
ti
cul
arst
udyhasshownneg
ati
veatt
it
udein
fl
uence
sbothtes
tandassi
gnment
chea
ti
ng.
S
ele
cte
dSt
udi
eso
nAc
ade
micDi
sho
nes
tyAmo
ngS
tud
ent
sinHi
ghe
rEd
uca
ti
on

S
tud
ySa
mpl
eMe
tho
dsF
ind
ing
sIn
fer
enc
es

An
ziv
ino

(
199
7)

Un
der
gra
dua
tesRo
sen
ber
gSe
lf
-

Es
tee
mSc
alea
nd

Mc
Cab
e’sAc
ade
mic

I
nt
egr
it
ySu
rve
y

S
ign
if
ic
antr
el
at
io
nsh
ipb
etwe
en

s
tud
entme
mbe
rsh
ipt
osc
hoo
l

g
rou
psa
ndc
hea
ti
ng

Co
ll
ege

s
tud
ent
s

Ba
ldwi
n,

Da
ugh
ert
y,

Ro
wle
y,&

S
chwa
rtz

(
199
6)

S
eco
nd-
Yea
r

Me
dic
al
S
tud
ent
s

S
elf
-r
epo
rtAp
pro
xima
tel
y5%s
elf
-r
epo
rte
d

c
hea
ti
ngi
nme
dic
als
cho
ol,
16%

i
nco
ll
ege
,an
d40.
5%i
nhi
gh

s
cho
ol.

Me
dic
al

s
tud
ent
sin

g
ene
ral

Br
own

(
199
5)

Gr
adu
ate

Bu
sin
ess

S
tud
ent
s

S
elf
-r
epo
rt(
1)Ap
pro
xima
tel
y80%a
dmi
t
ted

a
tle
ast1
une
thi
cal
pra
cti
ces

d
uri
ngt
hei
rgr
adu
atec
are
era
nd

(
2)r
epo
rte
dth
ems
elv
esa
smo
re

e
thi
cal
tha
nun
der
gra
dua
tes

Gr
adu
ate

s
tud
ent
s
Da
nie
l,

Ad
ams
,&

S
mit
h(1
994)

Nu
rsi
ng

S
tud
ent
s

S
elf
-r
epo
rtS
tro
ngr
el
at
io
nsh
ipb
etwe
en

e
xte
rna
lin
fl
uen
cesa
ndc
hea
ti
ng

S
tud
ent
s

i
nge
ner
al

F
iel
ds

(
2003)

Un
der
gra
dua
tesMy
ers
-Br
ig
gsT
ype

I
ndi
cat
or,
Ros
enb
erg

S
elf
-Es
tee
mSc
ale
,

S
urv
eyo
nSt
ude
nt

Di
sho
nes
ty

S
ign
if
ic
antr
el
at
io
nsh
ipb
etwe
en

c
hea
ti
ngb
eha
vio
rsa
nd

p
syc
hol
ogi
cal
typ
e

S
tud
ent
s
i
nge
ner
al

Gr
aha
m,

Mo
nda
y,

O’
Br
ie
n,&

S
tef
fen

(
199
4)

“
Stu
den
ts”S
elf
-r
epo
rtS
ign
if
ic
antr
el
at
io
nsh
ipb
etwe
en

p
erc
eiv
ed‘
t
eac
herf
ai
rn
ess
’an
d

l
i
kel
i
hoo
dtoc
hea
t

S
tud
ent
s

a
nd

t
eac
her
s

Mc
Cab
e&

T
rev
ino

(
199
6)

Co
ll
ege

“
stu
den
ts”

S
elf
-r
epo
rt(
1)54%o
fst
ude
ntswi
t
hho
nor

c
odea
nd7
1%wi
t
hou
tad
mit
ted

t
och
eat
i
ng(
7%a
nd1
7%mo
re
t
hano
nce
,re
spe
cti
vel
y)
.(2)

Co
nte
xtu
alf
act
orsi
nf
lu
enc
e

c
hea
ti
ngb
eha
vio
rsmo
ret
han

i
ndi
vi
dua
lst
ude
nt

c
har
act
eri
st
ic
s.

S
tud
ent
s

i
nge
ner
al

S
tea
rns

(
2001
)

1
,
369S
tud
ent
s

(
99.
02%

Un
der
gra
dua
te)

S
urv
eyi
t
ems

me
asu
ri
nga
cad
emi
c

i
nt
egr
it
yan
dst
ude
nt

e
val
uat
i
ve

p
erc
ept
i
onso
f

i
nst
ruc
torb
eha
vio
rs

(
1)20.
5%c
hea
tedi
natl
eas
t1

c
las
sdu
ri
ng1
ter
matc
oll
ege
(
3/4o
fth
esec
hea
tedmo
ret
han

o
nce
).(
2)S
tud
entp
erc
ept
i
onso
f

s
tud
ent
-i
nst
ruc
torr
el
at
io
nsh
ips

s
ign
if
ic
ant
l
yre
lat
etoc
hea
ti
ng.

S
tud
ent
s

i
nge
ner
al

Re
fer
enc
es

An
ziv
ino
,K.
(1
997
).T
her
el
at
io
nsh
ipb
etwe
eng
end
er,
stu
den
tgr
oupme
mbe
rsh
ip,
sel
f

e
ste
em,
anda
cad
emi
cdi
sho
nes
ty.
Dis
ser
tat
i
onAb
str
act
sIn
ter
nat
i
ona
l,S
ect
i
onA:

Hu
man
it
ie
s&S
oci
alS
cie
nce
s,57
,10-
A.

Ba
ldwi
n,D.
C.,
Dau
ghe
rty
,S.
R.,
Rowl
ey,
B.D.
,&S
chwa
rtz
,M.
R.(
199
6).
Che
ati
ngi
n

me
dic
als
cho
ol:As
urv
eyo
fse
con
d-y
ears
tud
ent
sat31
sch
ool
s.
Aca
demi
c

Me
dic
ine
,31
,267
-27
3.

Br
own
,B.
S.(
199
5).
Thea
cad
emi
cet
hi
cso
fgr
adu
ateb
usi
nes
sst
ude
nts
:As
urv
ey.

J
our
nal
ofEd
uca
ti
onf
orBu
sin
ess
,70,
151
-1
56.

Da
nie
l,L
.G.
,Ad
ams
,B.
N.,
&Smi
t
h,N.
M.(
199
4).
Aca
demi
cmi
sco
ndu
cta
mon
g

n
urs
ings
tud
ent
s:Amu
lt
iv
ari
at
ein
ves
ti
gat
i
on.
Jou
rna
lofPr
ofe
ssi
ona
lNu
rsi
ng,

1
0,27
8-288.

F
iel
ds,
M.U.
(2003)
.Th
ein
fl
uen
ceo
fps
ych
olo
gic
alt
ype
,se
lf
-es
tee
m,a
ndg
end
ero
n

a
cad
emi
cdi
sho
nes
tyo
fst
ude
ntso
nhi
ghe
red
uca
ti
on.
Dis
ser
tat
i
onAb
str
act
s
I
nt
ern
ati
ona
l,S
ect
i
onA:Hu
man
it
ie
s&S
oci
alS
cie
nce
s,64,
3-A.

Gr
aha
m,M.
A.,
Mon
day
,J.
,O’
Br
ie
n,K.
,&S
tef
fen
,S.
(1
994)
.Ch
eat
i
nga
tsma
ll

c
oll
ege
s:Ane
xami
nat
i
ono
fst
ude
nta
ndf
acu
lt
yat
ti
tu
desa
ndb
eha
vio
rs.
Jou
rna
l

o
fCo
ll
egeS
tud
entDe
vel
opme
nt,
35,
255-
260.

Mc
Cab
e,D.
L.(
199
2).
Thei
nf
lu
enc
eofs
it
uat
i
ona
let
hi
cso
nch
eat
i
nga
mon
gco
ll
ege

s
tud
ent
s.S
oci
ol
ogi
cal
Inq
uir
y,62,
365-
374.

Mc
Cab
e,D.
L.
,&Bo
wer
s,W.
J.(
199
4).
Aca
demi
cdi
sho
nes
tya
mon
gma
lesi
nco
ll
ege
:

At
hi
rt
yye
arp
ers
pec
ti
ve.
Jou
rna
lofCo
ll
egeS
tud
entDe
vel
opme
nt,
35,
5-1
0.