Cheating in America’s classrooms, in high schools and on college campuses, has become an epidemic.  Researchers estimate 60% of high school students cheated on a test in the past year and one-third plagiarized from the internet.  From 70% to 83% of college undergraduates cheat and in business schools 56% admit academic dishonesty in the past year.[1] People who cheat as students are more likely to cheat as adults than those who do not.[2]    

[1]J. Stephens & H. Nicholson, “Cases of incongruity:  exploring the divide between adolescents’ beliefs and behavior related to academic dishonesty,” Educational Studies, 34(4):  361-376. 

[2]G. Lovett-Hooper, M. Komarraju, R. Weston, & S. Dollinger, “Is Plagiarism a Forerunner of Other Deviance?  Imagined Futures of Academically Dishonest Students,” Ethics & Behavior, 17(3):323-336). 

A great deal of research indicates there is no “cheater profile.”  Males may be more likely to cheat than females,[1] but results vary.  There is no difference between males and females.  There is no difference between low and high achievers.  There is no difference between students who think cheating is wrong cheat and those who don’t.[2]  Internally motivated students who are trying to master a skill or competency are less likely to cheat than students who are driven by external forces like grades, test results, or a high-paying job.[3]    

[1] D. Rettinger, A. Jordan, F. Peschiera, “Evaluating the Motivation of Other Students to Cheat:  A Vignette Experiment,” Research in Higher Education, 45(8): 873-890. 

Students cheat for a variety of reasons.  Some cheat to make a good impression.[1]  Some blame their teachers.  Others blame the situation.  They cheat to get good grades.  They cheat to get accepted into elite universities.  They cheat because they see others getting away with it.  They cheat to have the chance at a good job.  They cheat because they have a fear of failure. They cheat because they are more worried about grades than learning new skills.[2] 

[1] Wowra, S., “Moral Identities, Social Anxiety, And Academic Dishonesty Among American College Students, Ethics & Behavior, 17(3):303-321. 

A combination of teacher and student behaviors has been shown to reduce the incidence of cheating.  Teachers need to tell students what constitutes cheating.  Teachers need to discuss with students why cheating is morally wrong and emphasize the importance of developing a skill or competency rather than grades or results on tests.  Teachers should use interim goals and constructive feedback.[1] 

[1] Stephens & Nicholson.