Discusses adolescent cheating at school, highlighting how parents can help them resist the temptation to cheat by: asking what stopped them from listening to the part of themselves that knew it was wrong to cheat and what it felt like to ignore that message; listening while they talk it over; determining the appropriate consequences; and modeling…

Assesses whether faculty members and students consider specific behaviors cheating. This study differs from previous research in that it allows students and faculty to indicate conditions that may influence their opinions regarding the integrity of academic practices. Argues that it is imperative that faculty members, advisors, and counselors…

Examined the relationship between adolescent sexual activity and mildly deviant behavior. Analyzed data of 1,739 adolescents from the Carolina Population Center's Sexuality Project which contained linkable responses of siblings, best friends, and other friends. Results showed overlap between sexuality and mild deviance but also indicated that the…

Examined reactions of faculty members to students' cheating on examinations at university that has policy for defining, punishing, and processing instances of academic dishonesty. Results indicated that faculty members tended to ignore academic dishonesty policy and preferred to handle situations on one-on-one basis. Found faculty did not…

Offers a candid look at cheating from the point of view of a college teacher of writing. Tells two stories that convey something of the perverse experience of cheating. (SR)

Teachers everywhere are playing the score-boosting game to raise scores on mandated standardized achievement tests, although five nationally recognized assessments compare student performance instead of measuring classroom learning. Since curriculum standards are often vague and misaligned with assessments, teachers sprinkle instruction with…

Explored, using simulations, the use of disclosed items on continuous testing conditions under a worse-case scenario that assumes that disclosed items are always answered correctly. Some item pool and test designs were identified in which the use of disclosed items produces effects on test scores that may be viewed as negligible. (Author/MAK)

This study considers the severity of academic dishonesty as an important factor in dealing with academic integrity. The results indicate that although faculty generally consider specific dishonest behaviors as more severe than do students, the differences appear to lessen as students progress toward graduation. (Author)

In a survey of 581 business students, behavior they believed most unethical included taking a test for someone else and obtaining answers during an exam. They were less certain about studying from someone else's notes and failing to report unfavorable errors in grading. Compared to a 1976 study, current students believe their peers seldom…

Six hundred ninety-eight undergraduates (85.9% between the ages of 17 and 23; 87.5% in the first through fourth year) from nine colleges and universities completed a survey on Internet plagiarism. A substantial minority of students reported they use the Internet to copy and paste text into their papers without citation. (Author)

Introduces a new Item Response Theory (IRT) based statistic for detecting answer copying. Compares this omega statistic with the best classical test theory-based statistic under various conditions, and finds omega superior based on Type I error rate and power. (SLD)

This document is a revision of the original "Ten Principles," that were published in 1997, along with work on modified honor codes. Modified honor codes have encouraged students to take the lead in setting higher ethical standards for their peers.

Children between the ages of 3 and 10 years were presented with a set of pictures representing a contract with bilateral cheating options between a parent and child (Study 1) and between 2 peers (Study 2). The children had to (a) evaluate which situations violated the contract when the relevant information was presented, (b) anticipate the…

This article uses theoretical concepts from self-efficacy theory, goal theory, expectancy value, and intrinsic motivation theory as a way to organize the vast and largely atheoretical literature on academic cheating. Specifically, it draws on 3 particular questions that students encounter when deciding whether to cheat: (a) What is my purpose?,…

Do students know what they can or cannot do with intellectual property on the internet? Many computer-savvy kids as well as educators, administrators and parents are unclear about what is and what is not ethical when dealing with the World Wide Web. The ethical issues that accompany educational technology have become more apparent as more…