Understanding Academic Dishonesty: Determinants, Consequences, and Strategies for Mitigation

Abstract

This study investigates the intricate factors that contribute to student cheating in educational institutions, particularly focusing on the consequences of prioritizing grades and competition. The research also identifies potential areas for introducing measures to mitigate academic dishonesty. The research methodology includes an exhaustive review of existing literature and an online survey, which reveal that the undue emphasis on securing high grades, as opposed to actual learning, significantly sways student behaviour. The findings of the literature review indicate that students face immense pressure from parents, peers, educational institutions, and society to achieve high grades. This pressure intensifies when students lack self-confidence, leading to a fear of failure and subsequently, academic dishonesty. These factors are further exacerbated when students observe cheating among their peers and in society, without any appropriate repercussions. The survey was employed also to corroborate the potential starting points identified in the literature review to curb academic dishonesty. The conclusions drawn from the literature review and the questionnaire results underscore the complex emotional dynamics associated with cheating behaviours. The research concluded that a significant number of students experience negative emotions when they cheat, suggesting an inherent disapproval of such actions. Capitalizing on these inherent feelings against cheating could aid in cultivating a culture of academic integrity and dissuading cheating practices among students. Academic institutions can successfully discourage students from cheating on examinations by fostering a culture of academic integrity.