Adbykhalyk S.N., Abdullin A.T.
THE PSYCHOLOGY OF CHEATING IN HIGHER EDUCATION: UNDERSTANDING THE MOTIVATIONS AND IMPLICATIONS *
Аннотация:
cheating in higher education institutions is a pervasive and complex issue that has garnered increasing attention in recent years. This article delves into the psychology of cheating, aiming to provide a comprehensive understanding of the motivations and implications that drive students to engage in academic dishonesty. As academic integrity is a fundamental pillar of the educational system, it is crucial to explore the psychological underpinnings of cheating behaviors in order to develop effective preventive measures and support mechanisms
Ключевые слова:
cheating higher education, psychology, integrity, dishonesty
Introduction. The pursuit of knowledge and the development of academic skills are critical in higher education. However, these admirable objectives have been overshadowed by the unpleasant practice of academic dishonesty, which is often referred to as cheating. "Cheating is a complex phenomenon with multiple causes, including academic pressure, fear of failure, and a lack of ethical awareness" (Johnson & McCabe, 2018, p. 1). Academic institutions are seriously threatened by students who use illegal methods to achieve success, such as copying during exams, plagiarizing, or getting unauthorized help. In order to better understand the psychology of cheating in higher education, as well as its motivations and effects, this article explores the complicated world of cheating in higher education and offers more practical prevention and intervention techniques.Academic dishonesty is not a new phenomenon. However, it has changed recently because of the development of technology and the changing nature of education. Academic science has faced opportunities and challenges in the contemporary era. With the growth of digital technologies and the Internet, information is now more accessible than ever. While these funds improved education, they also created more opportunities for dishonest work. "Institutions can take a number of steps to reduce cheating, such as implementing clear academic integrity policies, providing resources to help students succeed, and creating a culture of honesty and ethical behavior" (Green & Reid, 2018, p. 15). A student has instant access to a vast amount of material, such as finished essays, assignment solutions, and even the content of exam tasks. The ease of use of digital communication also plays a role in students' illegal involvement. Furthermore, there is increasing pressure on students. As competition in higher education increases, students may resort to dishonest methods to maintain a competitive edge. Fear of failure, societal expectations and relentless pursuit of high grades push some of them to unethical behaviors.The primary objective of this study is a thorough study and understanding of the motives that compel students to academic dishonesty in higher education. By solving this issue, we strive to identify the underlying factors that influence the decision of students to cheat both in the classroom and outside it. The expected outcomes include a subtle analysis of internal and external motivators, understanding the impact of digital technologies, considering gender and cultural influences. In addition, the study will identify systemic factors that may inadvertently contribute to fraud. Ultimately, the results of this study will contribute to the development of targeted strategies and measures aimed at preventing academic dishonesty and the formation of a culture of academic honesty in higher education.To reveal the complex motives that encourage students to cheat at a higher educational institution, this study uses quantitative research design, with the focus on a comprehensive survey of university students. This methodology was chosen because it allows us to collect quantitative data on a large scale, which provides valuable information about the prevalence and patterns of academic dishonesty.Main part. This study uses a quantitative research method using a structured questionnaire to systematically study the motives that encourage students to academic dishonesty in the higher education system. The research approach is cross-sectional, which allows you to get an idea of the behavior and motives of cheating students at a particular time. This approach allows us to collect numerical data that can be subjected to statistical analysis to identify patterns, relationships and prevalence indicators associated with academic dishonesty.
Номер журнала Вестник науки №11 (68) том 3
Ссылка для цитирования:
Adbykhalyk S.N., Abdullin A.T. THE PSYCHOLOGY OF CHEATING IN HIGHER EDUCATION: UNDERSTANDING THE MOTIVATIONS AND IMPLICATIONS // Вестник науки №11 (68) том 3. С. 493 - 502. 2023 г. ISSN 2712-8849 // Электронный ресурс: https://www.вестник-науки.рф/article/10937 (дата обращения: 17.05.2024 г.)
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