Why Do Students Cheat?

There is, of course, no one answer to why students may choose to engage in academically
dishonest behaviors. Empirical research, however, has identified certain factors that increase the
likelihood of academic dishonesty. Some of these are personal; others are contextual. Our focus
here will be on the latter, in as much as the individual faculty member or administrator has more
control over them.

It has been shown repeatedly that peer attitudes and behavior are vital. If students perceive that
their peers consider academic dishonesty acceptable, they are significantly more likely to behave
dishonestly themselves (McCabe and Trevino 1997). Conversely, when a college or university has
a strong culture of integrity – for example, an honor code that spells out student privileges and
obligations – peer pressure can be a positive force, discouraging students from behaving
dishonestly (McCabe, Trevino, and Butterfield 1999).

Problems of understanding what, in fact, academic dishonesty is can also lead to trouble. Many
students come out of high school with a weak, if not nonexistent, understanding of such basic
academic notions as how to cite sources properly. They may consider some academically
dishonest behaviors as perfectly acceptable that faculty and administrators would condemn
(Nelson, Nelson, and Tichenor 2013). Cultural differences can further cloud the picture. If a
student is a non-native English speaker, for instance, he or she may struggle to understand the
very concept of plagiarism – which, it must be borne in mind, is based upon a distinctly Western
understanding of proper source usage (Click 2012).

Finally, the classroom environment itself is a powerful factor in shaping student attitudes.
Student engagement is vital: if students feel that they are receiving personal attention and that
the tasks their instructor assigns are meaningful, they are less likely to behave dishonestly.
Conversely, if they feel a sense of alienation or “depersonalization,” or if they believe they are
merely being given “busy work” with no pedagogical worth, the chances of their behaving
dishonestly increase markedly (Pulvers and Diekhoff 1999). This danger is particularly acute in
very large classes and in classes held online. The more a student feels that he or she is just a
number (or a grade), the less restraint he or she is likely to feel about violating norms of conduct.

Addressing academic integrity involves a combination of preventive measures and punitive

actions. Some key measures include:

1. Education and Awareness: Instituting programs to educate students, faculty, and staff about
the importance of academic integrity, ethical behavior, and the consequences of academic
dishonesty.

2. **Clear Policies:** Establishing clear and comprehensive academic integrity policies that
outline expectations, definitions of academic misconduct, and consequences for violations.

3. **Promoting a Culture of Integrity:** Fostering a culture where honesty, integrity, and ethical
behavior are valued and celebrated, encouraging students to uphold academic standards.

4. **Effective Assessment Methods:** Designing assessments that discourage cheating, such as

using varied question formats, timed exams, and proctoring tools.

5. **Technology Solutions:** Implementing technological tools like plagiarism detection software

to identify instances of academic dishonesty.

6. **Support Services:** Offering support services for students who may be struggling
academically or facing pressures that lead to cheating, such as tutoring, counseling, and
academic advising.

7. **Fair and Consistent Enforcement:** Ensuring that academic integrity policies are enforced
consistently and fairly, with transparent procedures for reporting, investigation, and adjudication
of misconduct cases.

8. **Collaboration and Communication:** Facilitating collaboration among educators,

administrators, and students to continuously improve academic integrity practices and address
emerging challenges.

By implementing these measures, institutions can create an environment where academic

integrity is upheld, and students are empowered to succeed honestly.