What is it about?
This article examines the relationships between student motivation and cheating. When teachers emphasize mastery (i.e., effort; self-comparisons; allowing student sufficient time to master their schoolwork), cheating is less likely to occur, and students are less likely to believe that cheating is acceptable. In contrast, when teachers emphasize tests and grades (and spend a lot of time talking about the importance of tests, rather than the importance of the content of the class), cheating is more likely to occur and students are more likely to believe that cheating is acceptable.
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Why is it important?
This is important because cheating can be prevented. If educators focus less on testing and more on helping students to truly master the content of a course, cheating can be lessened.
Perspectives
This article is not advocating that we do away with testing and assessment, that is not realistic. It simply argues that teachers should not always talk about tests and grades... talk about the content, that's what is most important.
Professor Eric Anderman
The Ohio State University
Read the Original
This page is a summary of: The Relation Between Academic Motivation and Cheating, Theory Into Practice, March 2017, Taylor & Francis,
DOI: 10.1080/00405841.2017.1308172.
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