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电大学生考试作弊的行为方式及其心理分析周湘泉，仇德全近年来，电大学生考试作弊现象严重，这种现象如得不到有效的制止，将会严重影响教育质量和合格人材的培养。为了探讨减少和杜绝学生考试作弊现象的措施，本文就电大学生考试作弊的行为方式及其心理因素作一初步分析... 相似文献
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考试作弊及其防治的简单博弈分析 总被引：13，自引：0，他引：13
学生考试作弊是严重违纪的行为，虽“屡禁”而“不止”。从博弈论经典模型“囚徒困境”的特点和条件入手，讨论学生考试作弊的收益。成本，有助于我们了解学生考试作弊的博弈心态；从完全信息纯策略静态博弈的视角分析学生考试作弊的原因和条件，有助于我们制定鼓励学生诚实应考的政策。教师监考是否得力对学生考试作弊有重要的影响，分析运用教师监考手段防治考试作弊的作用和条件，讨论师生博弈完全信息混合策略静态均衡的概率分布及其影响因素，有助于我们从博弈视角提出防治学生考试作弊的条件和措施。 相似文献
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中学生考试作弊行为心理的分析与对策 总被引：1，自引：0，他引：1
中学生考试作弊行为心理的分析与对策□严可泉学生在考试中作弊，弄虚作假，这是品德不良的一种表现，这种行为表现不同程度地存在于各类学校中，而且屡禁不止，应引起教育者普遍关注。现就学生考试作弊行为的动机、心理形成和发展、心理特征、考试作弊行为的导因与对策，... 相似文献
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本文试图通过对大学生考试作弊外部因素、大学生考试作弊的危害性进行分析，找到一条解决大学生作弊行为的途径。 相似文献
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作弊是大学生考试中的一种常见现象，它不仅毒害了学生的心灵，还影响到学生心理的健康状况，更不利于其整体的发展与成长。结合学生的实际，分析考试作弊的原因及造成的后果。提出从学生自身、考试管理、教师试题角度进行防治考试作弊的一些措施。 相似文献
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高职院校学生考试作弊现象时有发生，而且日趋严重和复杂。文章分别从学生和社会的角度分析其原因，并提出了控制学生考试作弊的对策：加强诚信教育、改革考试方法、完善综合评价体系。 相似文献
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成人高校学生考试作弊现象透视 总被引：1，自引：0，他引：1
成人高校学生考试作弊现象历来是比较严重的。防止与消除作弊行为，是成人高校的一项重要任务。应通过考试作弊的各种行为分析学生作弊的原因、动机，进而采取有效防范措施，以提高考试的严肃性与促进教学效果，培养合格的人才。 相似文献
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近年来大学生作弊问题突出,出现了手机作弊、网络作弊等不良现象,作弊手段发生着新的变化,性质恶劣.学生考试作弊情况及其形成因素是复杂的.本文根据某大学一至四年级学生的专题抽样调查,并对获取数据进行描述性统计分析、相关分析和回归分析,用以探究影响大学生考试作弊行为发生的相关因素.结果表明,学生的学习能力与自身是否作弊情况的... 相似文献
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蔡丹丰 《宁波大学学报(教育科学版)》2016,(5):83-086
目的:分析大学生考试作弊相关影响因素,为降低考试作弊率提供科学决策依据。方法:采用自愿填写问卷调查表的方式,对600名来自浙江宁波三所高校的大学生进行问卷调查,并采用logistic回归模型分析不同因素对大学生作弊的影响。结果:“学习成绩”“年级”“教学质量”“作弊被抓概率”“作弊惩罚力度”对大学生考试作弊率没有影响,“性别”“对作弊的态度”“效仿作弊情况”对考试作弊率影响显著。结论:为了降低大学生考试作弊率,学校应积极对监考老师进行相关培训,大力加强对大学生的思想品德教育。 相似文献
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近年来学生考试作弊现象屡有发生,作弊形式多样,严重影响了学校的学风建设,干扰了正常的教学秩序,造成不好的社会影响。学校有必要对其成因进行深入分析,加强对学生的诚信教育,积极探索有效的教学管理模式,改进考试形式,建立科学的评价体系,建立科学、完善可行的规章制度。 相似文献
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大学教育考试“零作弊”的实现策略 总被引：1，自引：0，他引：1
大学生考试作弊现象在各大高校中已然成风,高校需要根据学生作弊的新特点,加强大学生诚信教育,改革课堂教学模式,改进教学评价机制,坚持过罚相当的做法并加强对作弊后学生的心理危机干预,以真正实现考试育人的目的。 相似文献
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Tracey Bretag Rowena Harper Kiata Rundle Philip M. Newton Cath Ellis Sonia 《Assessment & Evaluation in Higher Education》2020,45(1):125-139
AbstractThis article reports on one aspect of a nationally funded research project on contract cheating in Australian higher education. The project explored students' and educators’ experiences of contract cheating, and the contextual factors that may influence it. This article reports the key findings from non-university higher education providers (NUHEPs). It compares survey responses from 961 students and 91 educators at four NUHEPs with previously reported findings from eight universities (14,086 students and 1,147 staff). NUHEP and university students report engaging in contract cheating in similar ways. However, while NUHEP educators spend more time teaching academic literacies and discussing contract cheating, NUHEP students are 12 times more likely than university students to report use of a professional academic writing service. Both NUHEP and university educators require systematic professional development regarding the relationship between the teaching and learning environment and students’ contract cheating behaviour. NUHEPs need to be cognisant of students’ vulnerability to commercial contract cheating services, and ensure they have access to timely academic and social support. 相似文献
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COLLEGE CHEATING IN JAPAN AND THE UNITED STATES 总被引：2，自引：0，他引：2
Diekhoff George M. Labeff Emily E. Shinohara Kohei Yasukawa Hajime 《Research in higher education》1999,40(3):343-353
This paper reports the results of a survey onacademic dishonesty given to samples of 392 American and276 Japanese college students in 1994 and 1995. Our datarevealed both cross-cultural differences and similarities in cheating behavior andattitudes. Compared to American students, Japanesestudents reported a higher incidence rate of cheating onexams, a greater tendency to neutralize (i.e., justify) cheating, and a greater passivity in theirreactions to the observed cheating of others. Amongcheaters of both nationalities, Japanese students ratedsocial stigma and fear of punishment as less effective in deterring cheating than did Americanstudents. Our data also revealed cross-culturalsimilarities. Among noncheaters of both nationalities,guilt was the most effective deterrent. Among cheatersof both nationalities, fear of punishment was the mosteffective deterrent. And students of both cultures,cheaters and noncheaters alike, viewed social stigma asthe least effective deterrent to cheating. In both cultures, most students react to cheating byignoring it, about one-third react by resenting it, andactive reactions (i.e., reporting the cheating orconfronting the cheater) were seldom reported.Explanations for cross-cultural differences are suggested,and implications of these findings for efforts to reducecheating are discussed. 相似文献
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Within the School of Computer Science and Software Engineering of Monash University concerns have been raised about the prevalence of cheating amongst the IT students. Many isolated reports from staff of different cheating incidents collectively present a view of a problem that is widespread and multifaceted. Although indications are that these practices exist across all year levels in both undergraduate and graduate programmes, the actual extent of the problem, and whether any particular groups of students are more inclined to cheating behaviours, is difficult to gauge. Many studies have investigated undergraduate cheating; however, there have been very few studies of graduate students. Furthermore, there is a scarcity of studies of the cheating behaviour of information technology students. In some reporting of student cheating there is a tendency to take a general view of the problem, and preventative or educative measures to address this problem do not differentiate between undergraduate and graduate students. It is of concern that strategies that do not focus on attitudes or behaviours that are exhibited by a particular group are not as effective as they could be. The results of the study reported here show that there are differences between the undergraduate and graduate IT students in regard to their attitudes towards cheating and practice of cheating. The study hypothesises a relationship between maturity and motivation, and cheating behaviour. The possible reasons for this are explored and implications for the design of future education programmes are presented. 相似文献
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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, both moderate and extensive cheaters report less cheating when they perceive the teacher as being credible. 相似文献
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美国大学生学术欺骗行为及其对策研究 总被引：1，自引：0，他引：1
大学生的学术欺骗行为可分为考试欺骗和书面作业欺骗。美国大学生的学术欺骗行为比较普遍,但建立荣誉准则制度的高校发生学术欺骗的百分比明显偏低。学生们认为,对于不同的欺骗行为应给予不同程度的惩罚。影响美国大学生的学术欺骗行为的因素可以分为学生个体特征因素、态度/信仰因素、行为因素和外部因素等。高校可以采用建立荣誉准则制度、重视学生的参与等对策来减少大学生的学术欺骗行为。 相似文献
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《Contemporary educational psychology》2002,27(2):209-228
Academic cheating has become a widespread problem among high school and college students. In this study, 490 students (ages 14 to 23) evaluated the acceptability of an act of academic dishonesty under 19 different circumstances where a person's motive for transgressing differed. Students' evaluations were related to self-reports of cheating behavior, sex, school grade, and psychological variables. Results indicated that high school and college students took motives into account when evaluating the acceptability of academic cheating. Cheating behavior was more common among those who evaluated cheating leniently, among male students, and among high schoolers. Also, acceptance of cheating and cheating behavior were negatively related to self-restraint, but positively related to tolerance of deviance. The results are discussed with reference to biological, cultural, and developmental factors. 相似文献