Psychology+of+Cheating

=Psychology of Academic Cheating = **First –Review the bibliographic information** :  a. Eric Anderman and Tamera Murdock Anderman – University of Kentucky Murdock – University of Missouri  Both with department of psychology

 b. Published in 2007: First Edition by Elsevier Academic Press

**Next –Do a content analysis:** a. **Purpose:**  Why was this written? What is the intent of the author? Who is the intended audience? Who is the author trying to inform or influence? The intent is to provide research findings on the motivations and reasons for cheating. The author is trying to inform teachers.

 b. **Relevance:**  Is the material appropriate and useful for your research? Does it answer all or part of your research question? Can it be used for background or to focus on a specific area? The material is appropriate because it answers some of our research questions about why students cheat. It can be used for specific focus because it is on the psychology of academic cheating.

 It was published in Burlington, MA, and that wouldn’t affect the content since it was published in the United States. The author does intend to provide comprehensive coverage to better inform the readers of the topic. The current day period is what is being used. Since the references are from the 1990’s some of the resources are a little outdated and no longer useful.

 e. **Writing Quality** <span style="background-color: transparent; color: #000000; font-family: Arial Narrow; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">: Is it clear to you what the author intends to share and express? Is there evidence of clear organization and writing? Has it been well researched? Are there any obvious pieces of information missing? <span style="background-color: #ffffff; color: #308635; font-size: 12pt; font-style: normal; font-weight: normal; vertical-align: baseline;">There is clear organization due to the chapters. The research is complete along with visuals.

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= [|__Academic Cheating and Impulsivity_] =

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-decoration: none; text-indent: 36pt; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-decoration: none; text-indent: 36pt; vertical-align: baseline;"> Anderman, Eric M. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-decoration: none; text-indent: 36pt; vertical-align: baseline;"> Cupp, Pamela K. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-decoration: none; text-indent: 36pt; vertical-align: baseline;"> Lane, Derek

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-decoration: none; text-indent: 36pt; vertical-align: baseline;">"The authors examined the relations between academic cheating and impulsivity in a large sample of adolescents enrolled in high school health education classes. Results indicated that impulsivity predicts academic cheating for students who report extensive involvement in cheating. However, students who engage in extensive cheating are less likely to report cheating when they perceive a mastery goal structure. In addition, <span style="background-color: #ffffff; color: #308635; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-indent: 36pt; vertical-align: baseline;">both moderate and extensive cheaters report less cheating when they perceive the teacher as being credible (Anderman)."

References:

<span style="background-color: transparent; color: #000000; font-family: Arial Narrow; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Anderman, and Tamera Murdock. <span style="background-color: transparent; color: #000000; font-family: Arial Narrow; font-size: 12pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//P////sychology of Academic Cheating.// <span style="background-color: transparent; color: #000000; font-family: Arial Narrow; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Massachusetts: Elsevier. Academic Press, 2007. Print.

Anderman, Eric M., Pamela K. Cupp, and Derek Lane. "Impulsivity and Academic Cheating." //Journal of Experimental Education// 78.1 (2009): 135-150. //Academic// //Search Premier//. EBSCO. Web. 31 Mar. 2011.

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