Should students who cheat on tests be punished?
Research Question
Academic Insights
Students who cheat on tests should be punished, but the effectiveness of the punishment depends on various factors including the severity and certainty of the punishment, as well as the students' perceptions and motivations.
Key Insights
- Perception of Punishment Severity and Certainty:
- Increased perception of fellow students reporting cheating reduces cheating at both the extensive margin (decision to cheat) and the intensive margin (decision about how much to cheat) .
- Increasing the severity of the punishment for cheating does not deter academic misconduct; however, an increased certainty of being caught does decrease the likelihood of cheating behaviors .
- Motivations for Cheating:
- Fear of failure is a main motivation for cheating; students perceive cheating acts treated as minor offenses as ‘helping’ peers .
- Students' perception of ethical values does not determine the level of prevalence of cheating; peer loyalty or fellow feeling is dominant .
- Effectiveness of Sanction Reminders:
- Reminding students about academic dishonesty sanction policies can reduce cheating in exams .
- Faculty Attitudes and Responses:
- There is a range of faculty attitudes about confronting suspected cheaters, with some believing that severe penalties like failing grades are appropriate, while others think they are too harsh .
Conclusion
Punishing students who cheat on tests is necessary, but the approach should consider the severity and certainty of the punishment, students' motivations, and the effectiveness of sanction reminders. Faculty attitudes towards penalties also play a significant role in shaping the overall strategy to deter academic dishonesty.
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Related Questions
- What are the consequences of cheating in school?
- How can schools effectively prevent cheating?
- What are the ethical implications of cheating?
- Should the punishment vary based on the severity of cheating?
- How does cheating affect a student's future opportunities?
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