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Self-efficacy and cheating among young children.

Li Zhao1, Yaxin Li2, Shiqi Ke2

  • 1Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare, Hangzhou Normal University, Hangzhou 311121, People's Republic of China; Department of Psychology, Hangzhou Normal University, Hangzhou 311121, People's Republic of China.

Journal of Experimental Child Psychology
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Summary
This summary is machine-generated.

Young children’s self-efficacy is linked to academic dishonesty. Providing positive feedback on task-specific self-efficacy significantly reduced cheating behaviors in 5- and 6-year-olds, promoting early academic integrity.

Keywords:
CheatingDishonestyGeneral self-efficacyHonestyTask-specific self-efficacyYoung children

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Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Childhood Behavior

Background:

  • Academic dishonesty is a concern in early education.
  • The relationship between self-efficacy and cheating in young children is not well understood.

Purpose of the Study:

  • To investigate the link between self-efficacy and academic cheating in 5- and 6-year-old children.
  • To determine if task-specific self-efficacy or general self-efficacy is related to cheating.
  • To examine the effect of positive feedback on task-specific self-efficacy to reduce cheating.

Main Methods:

  • Three preregistered studies were conducted with 5- and 6-year-old children.
  • Studies assessed general and task-specific self-efficacy and cheating behaviors.
  • Study 3 involved random assignment to a feedback or control group.

Main Results:

  • General self-efficacy was not related to cheating behavior.
  • Task-specific self-efficacy was not associated with cheating.
  • Children receiving positive feedback on task-specific self-efficacy cheated significantly less than the control group.

Conclusions:

  • This research establishes a link between young children's self-efficacy and academic dishonesty.
  • Positive feedback on task-specific self-efficacy can be an effective strategy to foster academic integrity.
  • Early interventions can promote honesty in academic settings.