Academic cheating interferes with learning among middle school children

被引：7

作者：

Zhao, Li ^{[1
]}

Peng, Junjie ^{[1
]}

Dong, Liyuzhi D. ^{[2
]}

Compton, Brian J. ^{[3
]}

Zhong, Zhenguo ^{[4
]}

Li, Yaxin ^{[1
]}

Mao, Haiying ^{[1
]}

Ye, Jiacheng ^{[1
]}

Heyman, Gail D. ^{[3
]}

Lee, Kang ^{[2
]}

机构：

[1] Hangzhou Normal Univ, Dept Psychol, Hangzhou 311121, Peoples R China

[2] Univ Toronto, Eric Jackman Inst Child Study, Toronto, ON M5R 2X2, Canada

[3] Univ Calif San Diego, Dept Psychol, La Jolla, CA 92093 USA

[4] Hangzhou Normal Univ, Jinghengyi Sch Educ, Hangzhou 311121, Peoples R China

来源：

JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY | 2023年 / 226卷

基金：

中国国家自然科学基金;

关键词：

Academic cheating; Self-scoring; Deception; Consequences of cheating; Cheating behavior; Moral behavior; BEHAVIOR;

D O I：

10.1016/j.jecp.2022.105566

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

There has been extensive research on the causes of academic cheating, but little is known about its consequences. The current research sought to fill this gap in the literature by examining how cheating by middle school children (total N = 198) affects their learning outcomes. In a naturalistic paradigm, children scored a math test they had taken previously, which gave them an opportunity to cheat by falsely scoring incorrect answers to be correct. Results from this phase showed that 54 % of the children cheated on at least one question. One week later, the children took the same test again, but this time without being given an opportunity to cheat. Among children who cheated, items they had answered incorrectly on the first round showed significantly less improvement on the second round if they had dishonestly scored them as correct rather than honestly scoring them as incorrect. This finding provides the first experimental evidence that academic cheating can interfere with children's learning.(c) 2022 Elsevier Inc. All rights reserved.

引用

页数：11

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