Motivation and Cheating during Early Adolescence.

Autor/inn/en	Anderman, Eric M.; und weitere
Titel	Motivation and Cheating during Early Adolescence.
Quelle	(1997), (59 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Need; Cheating; Children; Early Adolescents; Elementary School Students; Grade 6; Grade 7; Grade 8; Honesty; Intermediate Grades; Junior High School Students; Junior High Schools; Learning Motivation; Middle Schools; Student Attitudes; Student Behavior; Student Motivation + Suchen Sie Ihr Suchwort? Prellen; Child; Kind; Kinder; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Ehrlichkeit; Mittelstufe; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Motivation for studies; Lernmotivation; Middle school; Mittelschule; Mittelstufenschule; Schülerverhalten; Student behaviour; Schulische Motivation
Abstract	Why do some adolescents cheat and others do not? To answer this question, the relationship between motivational factors and self-reported cheating beliefs and behaviors was examined in a sample of early adolescents. It was hypothesized that cheating and beliefs in the acceptability of cheating would be more likely to occur when students perceived an emphasis on performance and ability, rather than on mastery and improvement. Questionnaires were administered to 285 students in an urban middle school in a southeastern state. Analysis of their answers indicate that students who reported cheating in science perceive their classrooms as being extrinsically focused (e.g., maintaining grades, getting the right answer, avoiding trouble) and perceive their school as being focused on performance and ability. Students who believe in the acceptability of cheating also report personal extrinsic goals. Likewise, students who cheat worry about school, although worry was unrelated to beliefs about the acceptability of cheating. A relationship between cheating and self-handicapping was also evident, with students who engage in self-handicapping behaviors being likely to report that they cheat. Demographic factors were unrelated to cheating and no sex differences were found. The hypothesis was largely proven correct. Contains approximately 80 references. (RJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC