Academic Dishonesty among College Students: Predictors and Interventions

Abstract

Academic dishonesty among college students for the most part manifests itself through several forms of cheating. This behavior poses a substantial threat to the academic integrity of institutions of higher learning, as well as to the proper development of students' academic skills, because it undermines the learning process. Nevertheless, it is a common phenomenon. What conditions lead to dishonest academic behavior among college students and what can be done to change it? In this review, factors that predict dishonest academic behavior and its maintenance are discussed. In addition, different interventions are described and evaluated. Three categories of predictors have been identified: demographic, individual and contextual variables. The strongest predictors seem to be peer influence and the way academic dishonesty is emphasized by universities, so interventions should mainly be aimed at these factors. Nevertheless, all predictors can in some way be used in interventions to change academic dishonesty. Concerning interventions, honor codes have generally been found to be the most effective method of preventing cheating behavior. However, an honor code should be implemented under the right conditions. Furthermore, detection measures for cheating are effective in motivating students not to cheat when students are not intrinsically motivated. Both honor codes and detection measures can contribute to a culture of academic integrity.