Adolescent Cognitions for Academic Cheating as a Function of Grade Level and Achievement Status

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Abstract
This study explores novel aspects of academic cheating during adolescence. Taking cues from cognitive and attribution theory, four related aspects of the cheating problem were examined with emphasis on various concepts and conditions of cheating. Subjects were 601 students from classrooms in public school grades 7 through 12 and from college undergraduate classes. Subjects anonymously completed a four-part questionnaire. ANOVA was applied to results using grade level, achievement status, and gender as independent variables. Cheating problem seriousness ratings were highest for the high school level. Knowledge of defining attributes of cheating increased significantly by grade, but plagiarism variations were poorly understood Teacher behaviors were identified more strongly as causal factors in cheating by precollege students and high achieving students. Student personality characteristics were identified more as causes by younger students, regardless of achievement level. Cheating prevention strategy efficacy ratings increased by grade but were generally weak No gender differences were revealed