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Students' Reasoning about Whether to Report When Others Cheat: Conflict, Confusion, and Consequences

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Title: Students' Reasoning about Whether to Report When Others Cheat: Conflict, Confusion, and Consequences
Language: English
Authors: Waltzer, Talia (ORCID 0000-0003-4464-0336), Samuelson, Arvid, Dahl, Audun
Source: Journal of Academic Ethics. Jun 2022 20(2):265-287.
Availability: BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Peer Reviewed: Y
Page Count: 23
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Cheating, Ethics, Conflict, Student Attitudes, Disclosure, Peer Groups, Social Influences, Responsibility, Justice, Context Effect, Decision Making, School Policy, Knowledge Level
DOI: 10.1007/s10805-021-09414-4
ISSN: 1570-1727
Abstract: Nearly all students believe academic cheating is wrong, yet few students say they would report witnessed acts of cheating. To explain this apparent tension, the present research examined college students' reasoning about whether to report plagiarism or other forms of cheating. Study 1 examined students' conflicts when deciding whether to report cheating. Most students gave reasons against reporting a peer (e.g., social and physical consequences, a lack of responsibility to report) as well as reasons in favor of reporting (e.g., concerns about welfare, justice, and fairness). Study 2 provided experimental confirmation that the contextual factors referenced by Study 1 participants in fact influenced decisions about whether to report cheating. Overall, the findings indicate that students often decide against reporting peers' acts of cheating, though not due to a lack of concern about integrity. Rather, students may refrain from reporting because of conflicting concerns, lack of information about school policy, and perceived better alternatives to reporting.
Abstractor: As Provided
Notes: https://osf.io/fngex
Entry Date: 2022
Accession Number: EJ1335571
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Waltzer%2C+Talia%22">Waltzer, Talia</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4464-0336">0000-0003-4464-0336</externalLink>)<br /><searchLink fieldCode="AR" term="%22Samuelson%2C+Arvid%22">Samuelson, Arvid</searchLink><br /><searchLink fieldCode="AR" term="%22Dahl%2C+Audun%22">Dahl, Audun</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Academic+Ethics%22"><i>Journal of Academic Ethics</i></searchLink>. Jun 2022 20(2):265-287.
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  Data: BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
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  Data: <searchLink fieldCode="DE" term="%22Cheating%22">Cheating</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict%22">Conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Disclosure%22">Disclosure</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Groups%22">Peer Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Responsibility%22">Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Justice%22">Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22School+Policy%22">School Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink>
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  Data: Nearly all students believe academic cheating is wrong, yet few students say they would report witnessed acts of cheating. To explain this apparent tension, the present research examined college students' reasoning about whether to report plagiarism or other forms of cheating. Study 1 examined students' conflicts when deciding whether to report cheating. Most students gave reasons against reporting a peer (e.g., social and physical consequences, a lack of responsibility to report) as well as reasons in favor of reporting (e.g., concerns about welfare, justice, and fairness). Study 2 provided experimental confirmation that the contextual factors referenced by Study 1 participants in fact influenced decisions about whether to report cheating. Overall, the findings indicate that students often decide against reporting peers' acts of cheating, though not due to a lack of concern about integrity. Rather, students may refrain from reporting because of conflicting concerns, lack of information about school policy, and perceived better alternatives to reporting.
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      – SubjectFull: Ethics
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      – SubjectFull: Student Attitudes
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