University Students’ Perceptions of Academic Cheating: Triangulating Quantitative and Qualitative Findings

• In Event: Roundtable Session 21
  In Roundtable Session: Moral Education, Behavior, and Reasoning: Academic Misconduct and Victimization

Abstract

Using a parallel mixed-methods design, this study aimed to strengthen the knowledge base surrounding college students’ perceptions of academic cheating. Five themes emerged from the qualitative data: (1) variety of definitions for cheating, (2) environmental promotion of cheating, (3) the moral transgression of cheating, (4) cheating as a historical influence, and (5) cheating as a personal decision. Quantitative findings suggest males and those who classify themselves as non-White are more likely to self-report as to past cheating behaviors. Graduate students appeared more likely than undergraduates to comment on issues regarding academic cheating. The goals of students also played a major role in the students’ perceptions. Implications for reducing and preventing academic cheating at the university level are discussed.

Authors

• Tianlan Wei, Mississippi State University

• Steven Randall Chesnut, University of Southern Mississippi

• Lucy Barnard-Brak, Texas Tech University

• Marcelo R. Schmidt, Texas Tech University