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Related Experiment Video

Updated: Jul 14, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Cheating on college examinations.

Marina Monzani Rocha¹, Gabriela Andrade da Silva, Leandro Nascimento

¹Institute of Psychology, University of São Paulo, Brazil.

Psychological Reports

|June 15, 2007

Summary

Student context significantly influences academic dishonesty. Late Choice Engineering students showed negative attitudes toward cheating, unlike Previous Choice students who reported more favorable views and peer-assisted exam answers.

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Published on: February 10, 2016

Area of Science:

Social Sciences
Psychology
Education

Background:

Academic dishonesty is a prevalent issue in higher education.
Understanding contextual factors influencing student behavior is crucial for developing effective interventions.
Previous research has explored cheating attitudes, but the impact of specific academic program structures requires further investigation.

Purpose of the Study:

To investigate how different academic program entry contexts affect cheating attitudes and behaviors among Brazilian undergraduates.
To compare these attitudes and behaviors across engineering and chemistry students.
To identify potential cultural or structural deterrents to academic dishonesty.

Main Methods:

A comparative study involving self-reported attitudes and behaviors.
Participants included Previous Choice Engineering (n=77), Late Choice Engineering (n=70), and chemistry undergraduates from two universities (n=82).
Statistical analysis to compare groups based on their academic program entry context.

Main Results:

Late Choice Engineering students exhibited significantly negative attitudes toward cheating.
Previous Choice Engineering students, particularly women, reported more favorable attitudes and higher instances of receiving answers during exams.
Chemistry students' scores fell between the two engineering groups, suggesting intermediate attitudes.

Conclusions:

The academic program's entry context (Previous Choice vs. Late Choice) significantly shapes student attitudes and behaviors regarding academic dishonesty.
Late Choice engineering programs appear to foster stronger cultural deterrents against cheating, potentially explained by social learning theory.
Interventions targeting academic integrity should consider the specific structural and cultural contexts of different academic programs.