Integrity of college studentsFalsification, misrepresentation of another’s work as one’s own (such as cheating on examinations, reports, or quizzes), plagiarism from the work of others, or the presentation of substantially similar work for different courses (unless authorized to do so), is academic dishonesty and is a serious offense. Knowingly helping other students cheat or plagiarize is also considered academic dishonesty.(ј•”1) We can change college students to be better and do not plagiarism from the work of others if we change their mind first.
It is important for student affairs professionals to understand why students choose to engage in cheating behaviors in the first place; for example, advances in technology have simply made it easier for students to plagiarize or purchase prewritten papers or exchange answers during exams through the use of cell phones . For some students, the appeal of being able to secure readily available work may be too good to pass up. Moreover, the pressure to achieve high grades also serves as a motivating factor for students to cheat.
Moeck (2002) explained that many students may feel the need to obtain high grades to satisfy family members or to secure beneficial opportunities for themselves, and cheating may be viewed as a way to ensure that these grades are achieved. Relatedly, students with low GPAs tend to cheat more than those with high GPAs. Students with low GPAs may desire to achieve academically but do not understand how to do so in a beneficial and appropriate way, thus resulting in cheating.In higher education, students usually cheat because of lack of professional knowledge. Receiving higher education people have negative attitude, they took plagiarize due to foreign language problems, time constraints, and lack of knowledge about plagiarism. This is a very serious problem, which not only influence the honesty of the students, and as a highly educated people will have a certain status in the society in the future. However, their professional knowledge in learning is cheating and dishonest, which is irresponsible for his followers in the future. Failure to address this issue will have profound consequences for the next generation of national leaders.Aaron (1992) found that over ninety percent of community colleges in a national sample have academic integrity policies and almost ninety-eight percent have procedures for dealing with student misconduct. Community colleges were significantly less likely than four-year institutions to have separate guidelines for academic dishonesty distinct from other types of student misconduct. The community colleges were more likely to rely on student handbooks and orientation to communicate policies rather than specific programs and faculty presentations. Effective communication of policies and increased student awareness of penalties and enforcement tend to reduce dishonest behavior (Aaron, 1992; Crown & Spiller, 1998; McCabe & Trevino, 1996). Students do not seem to be opposed to strict penalties, as long as they are clearly articulated and evenly enforced (Ashworth, Bannister, & Thorne, 1997; McCabe & Trevino, 1996). The information tells the students’ own views and attitudes towards the issue of honesty. Cheating should be the top concern of teachers and students. The sources hows that students choose to cheat, not because they do not know it is immoral. However, according to the survey data based on ethics, students’ personal moral judgment has no correlation with whether they choose to cheat or not. The teacher’s attitude is more important. The teacher is strict, the probability of cheating will be reduced. Strict teachers will set up a series of punishment measures to punish students who was cheated, including zero mark. On the contrary, if students think the teacher is too easy-going, they will be afraid to cheat without taking any risks. So students’ choice of whether to cheat or not is largely a matter of weighing the pros and cons. The behaviors and attitudes of peers influence student decisions regarding academic misconduct. McCabe and Trevino (1997) found that students’ perception of peer disapproval was the strongest predictor of reduced cheating behavior. Genereux and McLeod (1995) reported that estimates of the prevalence of cheating among peers significantly predicted cheating behavior. According to Crown & Spiller (1998), studies have consistently indicated that students are more likely to cheat if they observe other students cheating or if they perceive that cheating is commonplace or acceptable among peers (Crown & Spiller, 1998).Plagiarism continues to be a concern for all educational institutions. As studentsј honesty is our basic morality, but honesty is the biggest problem for our students. Cheating in exams, copy others homework and so on. This source tells how to prevent students from cheating. Specifically, the prevalence of plagiarism and software programmes for detecting plagiarism was investigated. The source on the attitude of dishonesty is to prevent those things that will happen but have not happened, this is a very horrible thing. Just like in war, anyone who wants to solve a war before it even starts will get nowhere. My point is that if we want people to be honest, we have to put aside our prejudices first. We should treat others with honesty so that others can treat you with integrity.How should we reduce the problem of college students honesty and credit? What kind of mechanism should the school establish to avoid the student to break the promise question? That’s still all we need to think about.Kerkvliet, J., & Sigmund, C. L. (1999). Can we control cheating in the classroom? Journal of Economic Education, 30(4), 331-351.McCabe, D. L., & Trevino, L. K. (1996). What we know about cheating in college: Longitudinal trends and recent developments. Change, 28(1), 28-33. (EJ 520 088)McCabe, D. L., & Trevino, L. K. (1997). Individual and contextual influences on academic dishonesty: A multi-campus investigation. Research in Higher Education, 38(3), 379-396. (EJ 547 655)Moeck, P. (2002). Academic dishonesty: Cheating among community college students. Community College Journal of Research and Practice, 26(6), 479-491.Schmelkin, L., Gilbert, K., Spencer, K., Pincus, H., & Silva, R. (2008). A Multidimensional Scaling of College Students’ Perceptions of Academic Dishonesty. The Journal of Higher Education, 79(5), 587-607. Retrieved from