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Cheating in high school: A comparison of behavior of students in the college prep and general curriculum

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Abstract

A sampling of 1629 students, from 22 high schools, responded to questions regarding cheating in and outside of school. Of this number, 515 were enrolled in the college prep and 744 in the general curriculum. More similarities than statistically significant differences were found in a comparison of their responses. From 25 to 75% of their peers were estimated to be cheaters. Boys were more often guilty than girls. Cheating in mathematics was most common. Failure was the agreed upon punishment for apprehension—to be administered by the teacher. Neither group would “squeal” on a cheater. A similar number of each would cheat in a pinch. Both have turned in the work of others. Students in both curricular areas agreed that cheating transferred from school to job. Crime does not pay. Cheating was usually discovered. Breaking a law was a form of dishonesty. However, more college prep students admitted trying to cheat on tests while fewer of them would resort to plagiarism or lie to their parents about school. More general students felt that cheating hurt the cheater and few would trust one.

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References

  • Bowers, W. J. (1964). Student dishonesty and its control in college. Bureau of Applied Social Research, Columbia University, New York.

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  • Hartshorne, H., and May, M. A. (1928).Studies in the Nature of Character, Vol. I, Studies in Deceit. Macmillan Co., New York.

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Authors and Affiliations

  1. The University of Georgia, Athens, Georgia

    Fred Schab

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  1. Fred Schab
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Received ED.D. from Georgia Peabody College for Teachers. Currently is a Professor of Educational Psychology in the College of Education at the University of Georgia, teaching courses in Educational Psychology and Adolescent Psychology. Major research interest is in adolescence.

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Schab, F. Cheating in high school: A comparison of behavior of students in the college prep and general curriculum. J Youth Adolescence 1, 251–256 (1972). https://doi.org/10.1007/BF01537922

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  • DOI: https://doi.org/10.1007/BF01537922

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