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Interaction graph showing the data pattern relation between the two most relevant factors (assessment modality vs. exam type) for the four identified clusters.
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A sample of 327 engineering bachelor students from a public university in Mexico took part in an information integration study to explore systematic thinking underlying propensity for cheating during a course exam. All study participants were provided with written descriptions of 12 scenarios pertaining to the academic evaluation criteria and were...
Contexts in source publication
Context 1
... indicated in Table 1, assessment modality was the most relevant factor for all four clusters, followed by the type of exam (Cluster 1, 2, and 3), while the teaching style was only relevant for Cluster 4. In addition, the statistical analysis showed no significant interactions among study factors for any cluster. Most importantly, data patterns followed an information integration rule, which was the same for all clusters (Figure 3). ...
Context 2
... the cognitive mechanism used by study participants to integrate relevant pieces of information, irrespective of the cluster, students tended to use a cognitive summative rule, even though the data suggests that factor valuation was different in each group (see Table 1 and Figure 3). A first cognitive evaluation pattern shows a tendency to CDAE no matter the circumstances. ...
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Citations
... For instance, Abdelrahim (2021) reported that the fear amongst Bangladeshi students that they themselves or a family member could contract COVID or mental health related effects of quarantining made cheating more likely, and in an article, Akhabau (2021) also reported that STEM students cheated more during the pandemic. Other external factors may be related to a lack of understanding (especially if English is not an examinee's first language), the assessment design, dissatisfaction with the teaching approach and pressures from family and/or job demands (e.g. the requirement to pass the exam to practice a certain occupation) (Sambell et al., n. d.;QAA, 2022;Morales-Martinez et al., 2019). The literature also refers to internal factors, such as "pure laziness" (Sambell et al., n. d., p 1), social acceptance of cheating (Georgescu and Berechet, 2022), poor time management (QAA, 2022) or suggests that it is in human nature to do so (Georgescu and Berechet, 2022). ...
... • Lack of supervision increases the likelihood to engage in academic malpractice (Georgescu and Berechet, 2022;Morales-Martinez et al., 2019). ...
During the COVID pandemic, universities around the globe had to move not only their content delivery online, but also their assessments. Due to COVID causing significant upheaval in Higher Education (HE), this enforced experiment also afforded an opportunity to reflect on traditional, invigilated, closed book exams (ICBE) resulting in research and advice in this area. A systematic review of this academic and grey literature was performed concentrating on maths heavy physics examinations to investigate what guidance is given to examination writers, educators who prepare students for exams and HE examinees themselves. The literature review results were divided into: Advice for examiners who need to provide an invigilated open book exam (UOBE), discussions on cheating, advice for students and case studies. It was found that ICBEs were good at examining lower order cognitive skills, e.g. recall and understanding, but higher order skills, such as analysing and synthesising, are better examined with access to a larger range of resources. Guidance on making academic misconduct more difficult also suggested using higher order thinking skills in exam questions as responses to these type of tasks are more individual and getting outside help may be more difficult in a time constrained UOBE. Furthermore, literature encouraged reflection on the motivation for cheating and suggested that overly demanding assessment may encourage students to seek inappropriate help. The advice for students highlighted the need to prepare as thoroughly for a UOBE as they would for a traditional exam. Probably the thrust should change from pure memorization to students preparing their notes so that they can efficiently access their material to locate relevant parts for synthesis during a UOBE. Some of the case studies used statistical methods to investigate comparability of grades between UOBEs and ICBEs and some of the studies found them comparable, so a large shift of results may be due to other factors rather than the exam type. Other studies describe their approach and include stakeholder reflections. The main recommendation to exclude lower cognitive skills can pose a problem for maths heavy exams as they mainly assess how well an examinee has mastered these skills before building on them. However, it seems advisable to climb higher up Bloom’s taxonomy if possible. Also, it may be conceivable to break up exams into shorter sections that require individual uploading before access to the next part is granted to reduce the possibility of outside help. Furthermore, individualised maths type problems could be achievable by using different data sets for a question. Student advice should highlight the differences between UOBEs and ICBEs so that they can prepare appropriately.
... Five survey studies (Cheung & Egan, 2021;Fontaine et al., 2020;Morales-Martinez et al., 2019;Smith et al., 2021) explore why students cheat and draw upon theories of motivation at the intersection of pedagogy and social psychology, including the fraud triangle, dark triad personality traits (narcissism, psychopathy, machiavellianism), self-efficacy, goal orientations, and peer effects. One of these studies explored students' willingness to cheat from a cognitive perspective, specifically using cognitive algebra algorithms from the theory of information integration (Morales-Martinez et al., 2019). ...
... Five survey studies (Cheung & Egan, 2021;Fontaine et al., 2020;Morales-Martinez et al., 2019;Smith et al., 2021) explore why students cheat and draw upon theories of motivation at the intersection of pedagogy and social psychology, including the fraud triangle, dark triad personality traits (narcissism, psychopathy, machiavellianism), self-efficacy, goal orientations, and peer effects. One of these studies explored students' willingness to cheat from a cognitive perspective, specifically using cognitive algebra algorithms from the theory of information integration (Morales-Martinez et al., 2019). Four other studies used various theories. ...
Scientific and technological advancements over the last three decades have failed to reduce the widespread prevalence of academic dishonesty in higher education, in large part because institutional barriers prevent faculty from adopting existing tools to curb cheating. We conducted a systematic literature review of research on cheating and found that the majority of studies propose new tools without advancing theory or even utilizing existing theory. Although some studies note the systemic nature of academic misconduct, the academic integrity literature requires a robust theoretical framework to model its systemic nature and derive practical strategies. Building on theory from several domains, we propose a systemic model of academic (mis)conduct which predicts group-level effects on students and offers practical guidance for faculty overcoming institutional barriers to curb cheating. We leverage game theory for useful models of systemic, group-level phenomena in this context, and we leverage education reform literature for insights on how to support instructors’ adoption of new tools. Our model, the spectrum of academic conduct, identifies trust as a single dimension governing both cheating behaviors and productive learning behaviors. Integrating insights from pedagogy, conflict management, and organizational psychology, we discuss multiple practical strategies to lower students’ opportunity, motivation, and rationalization to cheat.
... These cognitive algebraic rules are present in very diverse human life domains such as ethical behavior [23], love, sexuality, and intellectual disability [24], and human health [25]. In the educational field, there are studies on the cognitive algebra underlying attitudes towards school inclusion [26], job training for people with intellectual disabilities [27], the desire to cheat on exams [28], test anxiety [29], [30] and students' mathematical self-efficacy [31], [32]. In general, these studies indicate that participants make systematic judgments when evaluating school situations. ...
... These results suggest that there is variability in the cognitive patterns that modulate the mathematical motivation of students. This diversity in the cognitive appraisal of academic experiences is constant through different phenomena such as anxiety tests [29], [30], desire to cheat [28], and mathematical self-efficacy [31], [32]. ...
span lang="EN-US">This study explored the cognitive algebra mechanism underlying mathematical motivation in 672 engineering students. The experimental design included the combination of four factors (task modality versus task difficulty versus task structure versus task relevance) to compose 36 written experimental scenarios. Each one described a hypothetical situation about assigned activities in math class. The participant's task was to read each scenario and estimate how much motivation they would experience if performing the assigned math activity. The results indicated five cognitive motivational patterns among the participants. All the clusters considered the task's relevance as an essential factor in judging their mathematical motivation. Besides this, Clusters 1, 2, 3, and 5 considered the assigned task's difficulty and structure in judging their degree of motivation, but they evaluated the factors differently. The low math motivation cluster integrated the factors according to a summative cognitive rule. Clusters 2, 3, and 5 used a multiplicative rule to integrate the information, and Cluster 4 did not show an information integration systematic mechanism. These findings pointed to the diversity of motivational cognitive profiles among students. This type of cognitive characterization can help design programs that encourage students to learn and enjoy science subjects that will impact their professional development and daily life.</span
... The cognitive mechanism of the valuation, integration, and response is present across different human life domains [16], [17], [20]- [23]. In the educational field, Morales-Martinez et al. [24] mention that there are cognitive algebra studies that explore the cognitive rules underlying the attitudes of teachers and students regarding the inclusion of people with disabilities [25], [26], mathematical self-efficacy [27], [28], desire to cheat academically [29], and test anxiety [25], [30]. These studies suggest that there is a systematic way of processing academic situations. ...
p> The COVID-19 pandemic has impacted human life, including educational settings. In Mexico, teachers and students found it necessary to adopt the online modality at all levels. As a result, both students and teachers face new demands and a re-conceptualization of their everyday academic lives. This study explored the engineering students' perception of the favorable effect level that the class context has on their learning. There were 551 participants took a cognitive algebra study. The experimental task involved reading 12 scenarios that described hypothetical online or face-to-face learning situations; then, each participant judged the degree to which these types of situations favor their learning, using an 11-point scale. The results indicated three cognitive styles when judging the degree to which each class context favors the learning. These styles share a similar cognitive mechanism in terms of information integration; however, the selection process and valuation of the factors differed across the groups. The students' perception on the class context influences their involvement and motivation level for courses on which they are enrolled. The present study's findings suggest that the cognitive algebra approach helps diagnose students' cognitive and emotional approach styles for different class contexts and provides information about the nature of their cognitive processes in terms of how students' judgments and attitudes towards classes are generated. </p
... Global financial leaders should be in a state of readiness for fraud emergencies in the 21 st century since low self-control is prevalent among the citizenries. The probability of fraud occurring in public and private sectors is always high since many humans have a cheating propensity [11]- [17] Some people look for opportunity to defraud their organization, the government, and the citizenry due to the inherent cheating proclivity of humans. Leaders of private and public organizations must develop and implement strategies to prevent, detect, and respond to financial fraud. ...
The specific problem is that private and public organizational leaders often do not understand the importance of sonic therapeutic intervention in preventing financial fraud. The study aimed to explore sonic therapeutic intervention practitioners' lived experiences regarding the value of sonic therapeutic intervention in preventing financial fraud. The data collection methods were semi-structured interviews of purposeful samples and documentary reviews, which were analyzed thematically. Four themes emerged from the analysis of interview transcription data: Sonic therapeutic intervention enabled self-control, pro-spiritual values, consequentiality mindset, and post-conventional consciousness. The itemized four themes helped non-engagement in financial fraud. Implications for positive social change include enhanced financial fraud management, more significant financial leadership, and result-oriented decision-taking in the financial market. Also, the study results can improve the increased de-escalation of anxiety/stress associated with defrauding.
... Global financial leaders should be in a state of readiness for fraud emergencies in the 21 st century since low self-control is prevalent among the citizenries. The probability of fraud occurring in public and private sectors is always high since many humans have a cheating propensity [11]- [17] Some people look for opportunity to defraud their organization, the government, and the citizenry due to the inherent cheating proclivity of humans. Leaders of private and public organizations must develop and implement strategies to prevent, detect, and respond to financial fraud. ...
... Global financial leaders should be in a state of readiness for fraud emergencies in the 21 st century since low self-control is prevalent among the citizenries. The probability of fraud occurring in public and private sectors is always high since many humans have a cheating propensity [11]- [17] Some people look for opportunity to defraud their organization, the government, and the citizenry due to the inherent cheating proclivity of humans. Leaders of private and public organizations must develop and implement strategies to prevent, detect, and respond to financial fraud. ...
The specific problem is that private and public organizational leaders often do not understand the importance of sonic therapeutic intervention in preventing financial fraud. The study aimed to explore sonic therapeutic intervention practitioners' lived experiences regarding the value of sonic therapeutic intervention in preventing financial fraud. The data collection methods were semi-structured interviews of purposeful samples and documentary reviews, which were analyzed thematically. Four themes emerged from the analysis of interview transcription data: Sonic therapeutic intervention enabled self-control, pro-spiritual values, consequentiality mindset, and post-conventional consciousness. The itemized four themes helped non-engagement in financial fraud. Implications for positive social change include enhanced financial fraud management, more significant financial leadership, and result-oriented decision-taking in the financial market. Also, the study results can improve the increased de-escalation of anxiety/stress associated with defrauding.
Academic misconduct is a threat to the validity and reliability of online examinations, and media reports suggest that misconduct spiked dramatically in higher education during the emergency shift to online exams caused by the COVID-19 pandemic. This study reviewed survey research to determine how common it is for university students to admit cheating in online exams, and how and why they do it. We also assessed whether these self-reports of cheating increased during the COVID-19 pandemic, along with an evaluation of the quality of the research evidence which addressed these questions. 25 samples were identified from 19 Studies, including 4672 participants, going back to 2012. Online exam cheating was self-reported by a substantial minority (44.7%) of students in total. Pre-COVID this was 29.9%, but during COVID cheating jumped to 54.7%, although these samples were more heterogenous. Individual cheating was more common than group cheating, and the most common reason students reported for cheating was simply that there was an opportunity to do so. Remote proctoring appeared to reduce the occurrence of cheating, although data were limited. However there were a number of methodological features which reduce confidence in the accuracy of all these findings. Most samples were collected using designs which makes it likely that online exam cheating is under-reported, for example using convenience sampling, a modest sample size and insufficient information to calculate response rate. No studies considered whether samples were representative of their population. Future approaches to online exams should consider how the basic validity of examinations can be maintained, considering the substantial numbers of students who appear to be willing to admit engaging in misconduct. Future research on academic misconduct would benefit from using large representative samples, guaranteeing participants anonymity.
Academic misconduct is a threat to the validity and reliability of online assessment, and media reports suggest that misconduct spiked dramatically in higher education during the emergency shift to online exams caused by the COVID-19 pandemic.
This study reviewed survey research to determine how common it is for university students to admit cheating in online exams, and how and why they do it. We also assessed whether these self-reports of cheating increased during the COVID-19 pandemic, along with an evaluation of the quality of the research evidence which addressed these questions.
25 samples were identified from 19 Studies, including 4672 participants, going back to 2012. Online exam cheating was self-reported by a substantial minority (44.7%) of students in total. Pre-COVID this was 29.9%, but during COVID cheating jumped to 54.7%, although these samples were more heterogenous. Individual cheating was more common than group cheating, and the most common reason students reported for cheating was simply that there was an opportunity to do so. Remote proctoring appeared to reduce the occurrence of cheating, although data were limited.
However there were a number of methodological features which reduce confidence in the accuracy of all these findings. Most samples were collected using designs which makes it likely that online exam cheating is under-reported, for example using convenience sampling, a modest sample size and insufficient information to calculate response rate. No studies considered whether samples were representative of their population.
Future approaches to online assessment should consider how the basic validity of examinations can be maintained, considering the substantial numbers of students who appear to be willing to admit engaging in misconduct. Future research on academic misconduct would benefit from using large representative samples, guaranteeing participants anonymity.
