If most people lie and if most people lie frequently, then that is a good reason to be skeptical.

In previous posts I have provided evidence that very young children lie and that most children  lie, that most teenagers lie and cheat and lie and cheat frequently, and that most college students lie and lie frequently.  Now it is time to look into whether and how much college students cheat.

There are two main kinds of cheating by college students that I will be providing evidence about: (1) academic cheating, and (2) cheating (and lying) in romantic relationships.  First, lets look at some evidence on academic cheating by college students:

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Understanding Academic Misconduct

Julia M. Christensen Hughes – University of Guelph

Donald L. McCabe – Rutgers University

Canadian Journal of Higher Education

Volume 36, No. 1, 2006, pages 49 – 63.

[Emphasis added]

[There is]…a growing body of primarily U.S.-based research that suggests academic misconduct has become commonplace amongst the majority of college and university students…(p.50)

 Results of U.S.-based studies have consistently shown that many students engage in academic misconduct in the completion of their academic work and that academic institutions and faculty have done little about it (see for example, Bowers, 1964; Hetherington & Feldman, 1964; Singhal, 1982; McCabe, & Trevino, 1993, 1996; Payne & Nantz, 1994; McCabe, Trevino, & Butterfield, 1999, 2001). (p.51)

 Rates of Engagement in Academic Misconduct (p.51-52)

 Purportedly, academic misconduct has always been with U.S.. It has been described in the higher education literature as “ubiquitous” (Pincus & Schmelkin, 2003); as an “epidemic” (Haines, Diekhoff, LaBeff, & Clark, 1986, p.342), a “perennial problem” (Davis, Grover, Becker, & McGregor, 1992, p.16), and “one of the major problems in education today” (Singhal, 1982, p.775). Such observations are primarily based on studies of undergraduate students at U.S. colleges and universities (both private and public), using a variety of data collection techniques (e.g., self report surveys, in-depth interviews, experiments), and differing sample sizes (e.g., from less than one hundred students in a single department to thousands of students on multiple campuses).

 Although they vary in methodology, these studies have consistently found that the majority of undergraduate students have engaged in some type of misconduct in the completion of their academic work. For example, in Bower’s (1964) seminal multi-campus study involving over 5000 students from 99 U.S. campuses, three out of four students reported engaging in at least one of 13 questionable academic behaviours, with 39% of students reporting having engaged in “serious test cheating” (e.g., copying during an exam with or withoutthe other student’s knowledge, using crib notes, helping someone else to cheaton a test or exam) and 65% reporting having engaged in “serious cheating on written work” (e.g., plagiarism, fabricating or falsifying a bibliography, turningin work done by someone else, copying a few sentences of material without footnoting).

 In a similar 1990-1991 study involving over 6,000 students across 31 small to medium sized U.S. campuses, McCabe and Trevino (1993) found that as many as two out of three students reported engaging in at least one of 14 questionable behaviours and that almost 20% of students reported engaging in 5 or more such behaviours. In this case, 64% of students were found to have engaged in serious test cheating and 66% in serious written cheating.

 Smaller, single campus studies have also reported high rates of academic misconduct. For example, Hetherington and Feldman (1964) used an experimental design in which 78 psychology students at one U.S. state university were presented with multiple opportunities to cheat on actual course exams. More than half (59%) of the students exhibited some form of cheating, the vast majority (87%) of whom were observed to cheat multiple times. Payne and Nantz (1994) used in-depth interviews to study the cheating behaviours of 22 business students in a medium-sized, U.S., state university. Nineteen (or 86%) of the students admitted to having cheated in their college work. Finally, Singhal (1982) surveyed 364 engineering students at a U.S. state university; 56% of students reported having cheated. 

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Some of the data from the above mentioned studies is shown in the following table (click on image below to get a clearer view of the table):

The table above is from page 223 of the following article:

Cheating in Academic Institutions: A Decade of Research

Donald McCabe – Rutgers University

Linda Travino -Pennsylvania State University

Kenneth Butterfield – Washington State University

ETHICS & BEHAVIOR 11(3) , 219-232.

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A review of a large number of studies on cheating by college students produced similar percentages:

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 “Bernard E. Whitley, Jr.(1998:238) reviewed 107 studies related to cheating among college students and found an average of 70.4 percent of students had cheated, 43.1 percent had cheated on examinations, 40.9 percent had cheated on homework assignments, and 47 percent had plagiarized.”  (p.491)

http://www.academia.edu/5074383/COLLEGE_STUDENTS_AND_ACADEMIC_DISHONESTY_

COLLEGE STUDENTS AND ACADEMIC DISHONESTY

NATHAN W. PINO, PH.D.

WILLIAM L. SMITH, PH.D.

Department of Sociology and Anthropology

Georgia Southern University

Coll Stud J 37 no4 D 2003

NOTE: The original paper referenced above was:

Much of the evidence about cheating by college students is obtained by anonymous questionnaires answered by college students.  But we already know that college students have a significant inclination to lie, so they might also be lying even on anonymous questionnaires about cheating.  There is evidence that college students do in fact under-report their own cheating on these anonymous questionnaires.

One study published back in 1987 noted that use of a a method called Randomized Response Technique yielded significantly higher cheating report rates when compared with standard anonymous questionnaires:

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Improved estimation of academic cheating behavior using the randomized response technique

N. J. Scheers, C. Mitchell Dayton

link.springer.com/article/10.1007/BF00991933

Research in Higher Education

1987, Volume 26, Issue 1, pp 61-69

Abstract [emphasis added]

Academic cheating behavior by university students was surveyed using the randomized response technique (RRT) and by conventional anonymous questionnaire methods. RRT is a survey method that permits sensitive information to be collected but that precludes associating the respondent with a particular response to a survey item. The estimated proportions of students who have engaged in cheating behaviors were, in general, larger using RRT.  Moreover, this result is consistent with earlier findings for other sensitive behaviors. That underreporting is a serious problem with anonymous questionnaires is supported by the fact that the anonymous questionnaire estimates ranged from 39% to 83% below the RRT estimates. Furthermore, using a covariate modification of RRT, there was a distinct inverse relation between students’ estimated grade-point average and the tendency to engage in cheating behavior. While these results have direct implications for estimating cheating behavior in higher education, more broadly, they raise serious concerns about the use of anonymous questionnaires when survey topics are sensitive.

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Another reason that conventional anonymous questionnaires might result in minimizing the amount of cheating by college students is the problem of volunteer sample biases:

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Under Reporting of Cheating in Research Using Volunteer College Students

Miller, Arden; Shoptaugh, Carol; Parkerson, Annette

College Student Journal

v42 n2 p326-339 Jun 2008

[emphasis added]

Reported rates of cheating may significantly underestimate the threat to academic integrity in universities due to volunteer sample biases. To vary the incentive states of the participants, we sampled using: 1) a 126 item questionnaire solicited through campus email, 2) a 33 item questionnaire solicited the same way, and 3) a questionnaire that offered course credit. Course-credit participants were more likely to report a cheating behavior (80.7%) than the long questionnaire (68.5%) or the short questionnaire (56.3%), both of which offered no tangible reward. We also asked subjects to respond regarding the cheating behavior of a person that they know best in two different research designs. In both designs, participants reported less cheating for themselves than they did for others. The hypothesis that we underestimate cheating through volunteer sampling was clearly supported. (Contains 4 tables.)

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We have seen that data from the past several decades consistently shows that most college students cheat on either tests or written assignments or both.  70% is a conservative figure, but given that most of the data is self-reported cheating by college students, whom we know frequently lie, and given that there is empirical evidence that volunteer sample bias and use of conventional anonymous questionnaires results in significant underreporting of cheating, the actual percentage of college students who cheat may well be in the 80% to 90% range.