大学生学业作弊的相关影响因素研究
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摘要
大学校园中,学业作弊现象是一个普遍而严重的问题,对此现象的研究和整治刻不容缓。国外学者对学业作弊的影响因素做过大量的探讨,而国内对此不良现象的研究还相对比较缺乏。本研究通过测量学业作弊的测验程序,并创设特定的情境(成败反馈),且把个人因素(成就目标定向、学业-自我价值感权变性)考虑在内,探讨个人和情境因素对学业作弊的影响。
研究包括两部分:首先是测验材料的筛选及《学业-自我价值感权变性问卷》的修订,然后是学业作弊的影响因素研究。研究结论如下:
(1)修订的《学业-自我价值感权变性问卷》,具有较好的信效度;Cronbach’sα为0.823,可以作为有效的测量工具。
(2)接受失败反馈后的作弊水平显著高于接受成功反馈后的作弊水平。
(3)高学业-自我价值感权变性个体的作弊水平显著高于低学业-自我价值感权变性个体的作弊水平。
(4)成绩回避目标定向个体与成绩接近目标定向个体的作弊水平差异不显著,但两者都显著高于掌握目标定向个体的作弊水平。
(5)成败反馈与学业-自我价值感权变性在作弊水平上交互作用显著。接受失败反馈后,高学业-自我价值感权变性个体的作弊水平显著高于低学业-自我价值感权变性个体的作弊水平;接受成功反馈后,二者的作弊水平没有显著差异。高学业-自我价值感权变性的个体,接受失败反馈后的作弊水平显著高于接受成功反馈后的作弊水平;低学业-自我价值感权变性的个体,接受失败反馈后的作弊水平和接受成功反馈后的作弊水平差异不显著。
(6)成败反馈与成就目标定向在作弊水平上交互作用显著。接受失败反馈后,成绩回避目标定向个体的作弊水平显著高于成绩接近目标定向个体的作弊水平;而接受成功反馈后,成绩接近目标定向个体的作弊水平却高于成绩回避目标定向个体的作弊水平,但差异不显著。三种成就目标定向的个体,接受失败反馈后的作弊水平都高于接受成功反馈后的作弊水平;成绩回避目标定向的个体接受失败反馈后的作弊水平显著高于接受成功反馈后的作弊水平;而掌握目标定向的个体、成绩接近目标定向的个体接受成功反馈后的作弊水平和接受失败反馈后的作弊水平的差异都是不显著的。
Academic cheating has become a pervasive and serious problem on college campus, the study on it and the solution to solve it should be taken urgently. Though the foreign scholars have discussed a lot about the influencing factors on this phenomenon, the domestic studies are relatively deficient about it. So this paper mainly discusses the influences of the personal and the contextual factors on the academic cheating by the program which can measure the academic cheating, creating the special contexts (successful feedback or failed feedback), and taking the personal factors (which include the achievement goal orientation, academic contingencies of self-worth) into account.
The paper is composed of two parts, one of which is the screening of the test materials and the revision of the Academic Contingencies of Self-Worth(A-CSW) Questionnaire, the other of which is the study on the influencing factors on academic cheating. The conclusions of the paper are as follows:
(1) The revision of Academic Contingencies of Self-Worth Questionnaire has high reliability and validity; Cronbach’sαis 0.823, which makes it an effective measurement instrument.
(2) Students have higher level of cheating if they receive failed feedback than if they receive successful feedback.
(3) High-academic-CSW student have higher level of cheating than low-academic- CSW students.
(4) There is no difference in the cheating level between the performance-avoid goal orientation and the performance-approach goal orientation. However, both of them are higher than that of mastery goal orientation in terms of cheating level.
(5) Successful feedback or failed feedback and academic contingencies of self-worth were interaction obviously in terms of cheating level. Individuals who have higher academic contingencies of self-worth cheat much better than those who have lower academic contingencies of self-worth if they received failed feedback; however, the two doesn’t show much difference if successful feedback are received. For student with high academic CSW, who have higher cheating level after receiving failed feedback than after receiving successful feedback. For student with low academic CSW, there is no significant difference in the cheating level after receiving failed feedback than after receiving successful feedback.
(6) There is a remarkable mutual influence between successful feedback or failed feedback and achievement goal orientation in terms of cheating level. If failed feedback is received, the cheating level of performance-avoid goal orientation is much higher than that of performance-approach goal orientation; If successful feedback is received, the cheating level of performance-approach goal orientation is only slightly higher than the performance-avoid goal orientation. Three achievement goal orientations were all have higher cheating level after receiving failed feedback than after receiving successful feedback. For student with performance-avoid goal orientation, those who have significant higher cheating level after receiving failed feedback than after receiving successful feedback. For student with performance-approach goal orientation, there is no significant difference in the cheating level after receiving failed feedback than after receiving successful feedback. For student with mastery goal orientation, there is no significant difference in the cheating level after receiving failed feedback than after receiving successful feedback.
研究包括两部分:首先是测验材料的筛选及《学业-自我价值感权变性问卷》的修订,然后是学业作弊的影响因素研究。研究结论如下:
(1)修订的《学业-自我价值感权变性问卷》,具有较好的信效度;Cronbach’sα为0.823,可以作为有效的测量工具。
(2)接受失败反馈后的作弊水平显著高于接受成功反馈后的作弊水平。
(3)高学业-自我价值感权变性个体的作弊水平显著高于低学业-自我价值感权变性个体的作弊水平。
(4)成绩回避目标定向个体与成绩接近目标定向个体的作弊水平差异不显著,但两者都显著高于掌握目标定向个体的作弊水平。
(5)成败反馈与学业-自我价值感权变性在作弊水平上交互作用显著。接受失败反馈后,高学业-自我价值感权变性个体的作弊水平显著高于低学业-自我价值感权变性个体的作弊水平;接受成功反馈后,二者的作弊水平没有显著差异。高学业-自我价值感权变性的个体,接受失败反馈后的作弊水平显著高于接受成功反馈后的作弊水平;低学业-自我价值感权变性的个体,接受失败反馈后的作弊水平和接受成功反馈后的作弊水平差异不显著。
(6)成败反馈与成就目标定向在作弊水平上交互作用显著。接受失败反馈后,成绩回避目标定向个体的作弊水平显著高于成绩接近目标定向个体的作弊水平;而接受成功反馈后,成绩接近目标定向个体的作弊水平却高于成绩回避目标定向个体的作弊水平,但差异不显著。三种成就目标定向的个体,接受失败反馈后的作弊水平都高于接受成功反馈后的作弊水平;成绩回避目标定向的个体接受失败反馈后的作弊水平显著高于接受成功反馈后的作弊水平;而掌握目标定向的个体、成绩接近目标定向的个体接受成功反馈后的作弊水平和接受失败反馈后的作弊水平的差异都是不显著的。
Academic cheating has become a pervasive and serious problem on college campus, the study on it and the solution to solve it should be taken urgently. Though the foreign scholars have discussed a lot about the influencing factors on this phenomenon, the domestic studies are relatively deficient about it. So this paper mainly discusses the influences of the personal and the contextual factors on the academic cheating by the program which can measure the academic cheating, creating the special contexts (successful feedback or failed feedback), and taking the personal factors (which include the achievement goal orientation, academic contingencies of self-worth) into account.
The paper is composed of two parts, one of which is the screening of the test materials and the revision of the Academic Contingencies of Self-Worth(A-CSW) Questionnaire, the other of which is the study on the influencing factors on academic cheating. The conclusions of the paper are as follows:
(1) The revision of Academic Contingencies of Self-Worth Questionnaire has high reliability and validity; Cronbach’sαis 0.823, which makes it an effective measurement instrument.
(2) Students have higher level of cheating if they receive failed feedback than if they receive successful feedback.
(3) High-academic-CSW student have higher level of cheating than low-academic- CSW students.
(4) There is no difference in the cheating level between the performance-avoid goal orientation and the performance-approach goal orientation. However, both of them are higher than that of mastery goal orientation in terms of cheating level.
(5) Successful feedback or failed feedback and academic contingencies of self-worth were interaction obviously in terms of cheating level. Individuals who have higher academic contingencies of self-worth cheat much better than those who have lower academic contingencies of self-worth if they received failed feedback; however, the two doesn’t show much difference if successful feedback are received. For student with high academic CSW, who have higher cheating level after receiving failed feedback than after receiving successful feedback. For student with low academic CSW, there is no significant difference in the cheating level after receiving failed feedback than after receiving successful feedback.
(6) There is a remarkable mutual influence between successful feedback or failed feedback and achievement goal orientation in terms of cheating level. If failed feedback is received, the cheating level of performance-avoid goal orientation is much higher than that of performance-approach goal orientation; If successful feedback is received, the cheating level of performance-approach goal orientation is only slightly higher than the performance-avoid goal orientation. Three achievement goal orientations were all have higher cheating level after receiving failed feedback than after receiving successful feedback. For student with performance-avoid goal orientation, those who have significant higher cheating level after receiving failed feedback than after receiving successful feedback. For student with performance-approach goal orientation, there is no significant difference in the cheating level after receiving failed feedback than after receiving successful feedback. For student with mastery goal orientation, there is no significant difference in the cheating level after receiving failed feedback than after receiving successful feedback.
引文
陈向丽. (2006).大学生学业作弊现状及相关心理因素分析.硕士学位论文,华中师范大学.
戴妍. (2005).不同情境中大学生的成就目标取向和自尊对自我设限的影响.硕士学位论文,西北师范大学.
龚艳. (2005).成就目标定向理论及其教育启示.心理探索, 6, 21-23.
胡军生,杨烨,王登峰. (2009).自我价值感及其领域权变性与主观幸福感的关系. 中国临床心理学杂志, 17(2), 200-203.
李宁. (2006).高中生成就目标定向_自我效能与学业求助的关系研究.硕士学位论文,福建师范大学.
曲苒. (2004).中学生调节学习与学业自我效能_成就目标定向及学业成绩的关系研究.硕士学位论文,陕西师范大学.
王磊,郑雪. (2006).自尊权变性的概念、性质和作用及其研究展望.心理科学, 29(4), 1013-1015.
王磊,郑雪. (2006).大学生自我价值感领域权变性量表的编制.心理发展与教育, 2, 113-119.
王磊. (2007).自我价值感的权变性与自我调控: Logistic回归分析.应用心理学, 13(4), 341-346.
王磊,刘建新,郑雪. (2007).大学生自我价值感的领域权变性与应对方式.心理发展与教育, 4, 50-56.
王磊. (2007).自我价值感的追求与超越_关于自尊及其权变性的探讨.华南理工大学学报(社会科学版), 9(3), 29-33.
王艳梅. (2003).成败情境下不同目标取向学生内在动机、焦虑特点的研究.硕士学位论文,东北师范大学.
谢凤珠. (2007).大学生成就目标及其影响研究.硕士学位论文,厦门大学.
杨彩虹,周世军,肖金璐,李科生. (2008).大学生作弊行为与人格各相关研究.德育与心理, 1, 7-12.
晏碧华,邹泓. (2008).学业情境中回避失败的成因及教育干预.江苏高教, 1, 65-68.
姚利民,丁汀. (1999).国外对大学生作弊的近期研究及启示.科技与管理, 3, 68-70.
周建立. (2008).自我控制_欺骗机会和欺骗态度对学生学业欺骗的影响.硕士学位论文,东北师范大学.
Anderman, E. M., & Midgley, C. (2004). Change in self-reported academic cheating across the transition form middle school to high school. Contemporary Educational Psychology, 29, 499-517.
Antion, D. L., & Michael, W. B. (1983). Short-term predictive validity of demographic, affective, personal, and cognitive variables in relation to two criterion measures of cheating behaviors. Educational and Psychology Measurement, 43, 467-482.
Baumeister R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4, 1-44.
Brown, B. S., & Choong, P. (2005). An investigation of academic dishonesty among business students at public and private United States universities. International Journal of Management, 22(2), 201–214.
Calabrese, R. L., & Cochran, J. T. (1990). The relationship of alienation to cheating among a sample of American adolescents. Journal of Research & Development in Education, 23, 65-72.
Chun-Hua Susan Lin, Ling-Yu Melody Wen. (2007). Academic dishonesty in higher education-a nationwide study in Taiwan. High Educ, 54, 85-97.
Covington, M. V. (1984). The self-worth theory of achievement motivation: Findings and implications. Elementary School Journal, 85, 5-20.
Crocker, J., & Wolfe, C. T. (2001). Contingencies of self-worth. Psychological Review, 108, 593-623.
Crocker, J., Karpinski, A., Quinn, D. M., & Chase, S. K. (2003). When grades determine self-worth: Consequences of contingent self-worth for male and female engineering andpsychology majors. Journal of Personality and Social Psychology, 85, 507-516.
Crocker, J., Luhtanen, R. K., Cooper, M. L., & Bouvrette, S. A. (2003). Contingencies of self-worth in college students: Theory and measurement. Journal of Personality and Social Psychology, 85, 894-908.
Crocker, J., & Park, L. E. (2004). The costly pursuit of self-esteem. Psychological Bulletin, 130, 392-414.
Dweck, C. S., & Sorich, L. A. (1999). Mastery-orientation thinking. In C. R. Snyder (Ed.), Coping (pp.232-251). New York: Oxford University Press.
Elliot Aronson & David R. Mettee. (1968). Dishonest behavior as a function of differential level of induced self-esteem. Journal of Personality and Social Psychology, 9(2), 121-127.
Fox, J. P. (2005). Randomized item response theory models. Journal of Educational and Behavioral Statistics, 30, 189-212.
Jensen, L. A., Arnett, J. J., Feldman, S. S., & Cauffman, E. (2002). It’s wrong, but everybody does it: Academic dishonesty among high school and college students. Contemporary Educational Psychology, 27, 209-228.
Jordan, A. E. (2001). College students cheating: The role of motivation, perceives norms, attitudes, and knowledge of institutional policy. Ethics Behavior, 11, 233-247.
John P. Houston. (1978). Curvilinear Relationships Among Anticipated Success, Cheating Behavior, Temptation to Cheat, and Perceived Instrumentality of Cheating. Journal of Education Psychology, 70(5), 758-762.
John P. Houston & Toni Ziff. (1976). Effects of Success and Failure on Cheating Behavior. Journal of Educational Psychology, 68(3), 371-376.
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龚艳. (2005).成就目标定向理论及其教育启示.心理探索, 6, 21-23.
胡军生,杨烨,王登峰. (2009).自我价值感及其领域权变性与主观幸福感的关系. 中国临床心理学杂志, 17(2), 200-203.
李宁. (2006).高中生成就目标定向_自我效能与学业求助的关系研究.硕士学位论文,福建师范大学.
曲苒. (2004).中学生调节学习与学业自我效能_成就目标定向及学业成绩的关系研究.硕士学位论文,陕西师范大学.
王磊,郑雪. (2006).自尊权变性的概念、性质和作用及其研究展望.心理科学, 29(4), 1013-1015.
王磊,郑雪. (2006).大学生自我价值感领域权变性量表的编制.心理发展与教育, 2, 113-119.
王磊. (2007).自我价值感的权变性与自我调控: Logistic回归分析.应用心理学, 13(4), 341-346.
王磊,刘建新,郑雪. (2007).大学生自我价值感的领域权变性与应对方式.心理发展与教育, 4, 50-56.
王磊. (2007).自我价值感的追求与超越_关于自尊及其权变性的探讨.华南理工大学学报(社会科学版), 9(3), 29-33.
王艳梅. (2003).成败情境下不同目标取向学生内在动机、焦虑特点的研究.硕士学位论文,东北师范大学.
谢凤珠. (2007).大学生成就目标及其影响研究.硕士学位论文,厦门大学.
杨彩虹,周世军,肖金璐,李科生. (2008).大学生作弊行为与人格各相关研究.德育与心理, 1, 7-12.
晏碧华,邹泓. (2008).学业情境中回避失败的成因及教育干预.江苏高教, 1, 65-68.
姚利民,丁汀. (1999).国外对大学生作弊的近期研究及启示.科技与管理, 3, 68-70.
周建立. (2008).自我控制_欺骗机会和欺骗态度对学生学业欺骗的影响.硕士学位论文,东北师范大学.
Anderman, E. M., & Midgley, C. (2004). Change in self-reported academic cheating across the transition form middle school to high school. Contemporary Educational Psychology, 29, 499-517.
Antion, D. L., & Michael, W. B. (1983). Short-term predictive validity of demographic, affective, personal, and cognitive variables in relation to two criterion measures of cheating behaviors. Educational and Psychology Measurement, 43, 467-482.
Baumeister R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4, 1-44.
Brown, B. S., & Choong, P. (2005). An investigation of academic dishonesty among business students at public and private United States universities. International Journal of Management, 22(2), 201–214.
Calabrese, R. L., & Cochran, J. T. (1990). The relationship of alienation to cheating among a sample of American adolescents. Journal of Research & Development in Education, 23, 65-72.
Chun-Hua Susan Lin, Ling-Yu Melody Wen. (2007). Academic dishonesty in higher education-a nationwide study in Taiwan. High Educ, 54, 85-97.
Covington, M. V. (1984). The self-worth theory of achievement motivation: Findings and implications. Elementary School Journal, 85, 5-20.
Crocker, J., & Wolfe, C. T. (2001). Contingencies of self-worth. Psychological Review, 108, 593-623.
Crocker, J., Karpinski, A., Quinn, D. M., & Chase, S. K. (2003). When grades determine self-worth: Consequences of contingent self-worth for male and female engineering andpsychology majors. Journal of Personality and Social Psychology, 85, 507-516.
Crocker, J., Luhtanen, R. K., Cooper, M. L., & Bouvrette, S. A. (2003). Contingencies of self-worth in college students: Theory and measurement. Journal of Personality and Social Psychology, 85, 894-908.
Crocker, J., & Park, L. E. (2004). The costly pursuit of self-esteem. Psychological Bulletin, 130, 392-414.
Dweck, C. S., & Sorich, L. A. (1999). Mastery-orientation thinking. In C. R. Snyder (Ed.), Coping (pp.232-251). New York: Oxford University Press.
Elliot Aronson & David R. Mettee. (1968). Dishonest behavior as a function of differential level of induced self-esteem. Journal of Personality and Social Psychology, 9(2), 121-127.
Fox, J. P. (2005). Randomized item response theory models. Journal of Educational and Behavioral Statistics, 30, 189-212.
Jensen, L. A., Arnett, J. J., Feldman, S. S., & Cauffman, E. (2002). It’s wrong, but everybody does it: Academic dishonesty among high school and college students. Contemporary Educational Psychology, 27, 209-228.
Jordan, A. E. (2001). College students cheating: The role of motivation, perceives norms, attitudes, and knowledge of institutional policy. Ethics Behavior, 11, 233-247.
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