Answer Changing Behavior and Cognitive Load as Determinants of Examination Cheating Tendency Among Students

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Abstract

This study investigated answer-changing behavior and cognitive load as determinants of examination cheating tendency among students. A correlational research design was adopted and a sample of 307 students responded to the online survey used for the study. Answer-Changing Behavior Scale (ACBS), Cognitive Load Scale (CLS), and Examination Cheating Tendency Scale (ECTS) were the instruments used for the study. The reliability estimates of the instruments were obtained using Cronbach alpha to be .72, .79, and .79, respectively. The data collected were analyzed using multiple regression. The results showed that answer-changing behavior and cognitive load are significant determinants of examination cheating tendency. The moderation of gender on the prediction of answer-changing behavior and cognitive load on examination cheating tendency was not significant.

Authors

• Chunhua Cao, University of Alabama

• Christopher Adah Ocheni, University of Alabama

• Daniel O. Oyeniran, University of Alabama