What is it about?
This article examines changes in academic cheating as students transition from middle school into high school.
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Why is it important?
This article is important because it shows that cheating is more likely to increase when students move into classrooms that are more focused on grades and test scores; in contrast, cheating does not inevitable increase (and can be low) when students transition into classrooms that focus mores on mastery (i.e., effort and improvement).
Perspectives
This study adds to the growing body of literature clearly indicating that academic cheating can be lessened and/or prevented. When educators focus on mastery, and allow students to remediate and learn at their own pace and truly master content, cheating is unlikely to occur.
Professor Eric Anderman
The Ohio State University
Read the Original
This page is a summary of: Changes in self-reported academic cheating across the transition from middle school to high school, Contemporary Educational Psychology, October 2004, Elsevier,
DOI: 10.1016/j.cedpsych.2004.02.002.
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