Understanding How High-Performing High School Students Experience Academic Dishonesty: A Phenomenological Study

• In Event: AERA Poster Session 1
  In Poster Session: Comprehensive Approaches to Complex Problems: Using Quantitative/Mixed Methods to Study Cognition and Motivation in Context (San Diego)

Abstract

As pressures mount and students matriculate to high school, the temptation to cheat increases, particularly among high-achieving students. The theory of cognitive dissonance can explain the discontent students experience following a decision to cheat that may conflict with their existing beliefs and principles. This phenomenological study focused on the question, “What are the lived experiences related to academic dishonesty among high-performing high school students?” We collected data through online, interactive journals from 11 participants who graduated in the top 10% of their graduating high school classes. We found that cheating occurred frequently and often without remorse or consequence. Additionally, acts of academic dishonesty contributed to the sense of community felt by this high-performing group.

Authors

• Laila Y. Sanguras, Baylor University

• Paige Foltermann, Conroe Independent School District

• Rebecca R. Lavigne, Baylor University

• Harry Herbert, Baylor University