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Investigating how autonomy-supportive teaching moderates the relation between student honesty and premeditated
Julien S Bureau1, Alexandre Gareau1, Frédéric Guay1
1Department of Educational Fundamentals and Practices, Université Laval, Quebec City, Quebec, Canada.
The British Journal of Educational Psychology
|July 8, 2021
Summary
Student honesty predicts less cheating, but the learning environment matters. In low autonomy-support (AS) settings, honesty reduces cheating likelihood, but this effect disappears in high AS environments.
Area of Science:
- Psychology
- Education
Background:
- Academic cheating is prevalent and influenced by personality and environment.
- Zero-inflation in cheating behavior prediction is often overlooked.
Purpose of the Study:
- To test if teacher autonomy support (AS) moderates the link between student honesty and premeditated cheating.
- Investigate the person-situation interaction in academic dishonesty.
Main Methods:
- Surveyed 710 college students and 31 teachers.
- Collected student and teacher reports on AS, student honesty, and cheating.
- Utilized zero-inflated negative binomial models for analysis.
Main Results:
- Student honesty trait correlated with lower cheating likelihood and magnitude.
- Autonomy support (AS) moderated the honesty-cheating relationship.
- Honesty predicted cheating likelihood only in low AS environments.
Conclusions:
- Student honesty is a protective factor against cheating.
- The educational environment's perceived autonomy support significantly impacts the effectiveness of honesty as a deterrent.
- In less autonomy-supportive classrooms, personality traits like honesty become more critical predictors of cheating behavior.
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