Cheating or Help-Seeking With Peers? Exploring Their Measurement and Motivational Correlates in Fourth–Eighth Grades

• In Event: Measurement of Motivation and Cognitive Constructs

Abstract

This study investigates the factor structure, measurement invariance, and correlates of academic help seeking and cheating in a cross-sectional sample of 4th to 8th graders. Participants were 1,264 elementary and middle schoolers (46% girls, 47% boys, 7% other). Schools were primarily white (88% - 95%) and situated in a rural district. Results suggest the need to further investigate how younger students engage in help seeking and cheating with peers. Although confirmatory factor analysis lends support to a three-factor structure that distinguishes between expedient help and cheating, they were also strongly correlated. A practical implication for teachers could be to identify the similarities between expedient help and cheating as an effort to minimize peer interactions that detract from learning.

Authors

• Jessica Kilday, University of Missouri
  Presenting Author

• Hilary Simpson, University of Michigan
  Non-Presenting Author

• Allison M. Ryan, University of Michigan
  Non-Presenting Author