The Effects of Peer Pressure and Classroom Motivation on Cheating and Academic Dishonesty Colleen Cragun, John Duvall, & Jack Kirschner a Research Seminar Project supervised by Dr. David Rettinger (Fall 2021)
I enjoyed watching your presentation. It was helpful that you guys introduced peer pressure and classroom motivation before starting. This helped me to understand your research more. It makes sense that students did not think Alex would cheat whether or not a teacher encouraged learning over grade received. I like how you guys factored in the UMW honor code adherence compared to other universities.
This was do very well. Nice job!
Interesting study and good job! I’m curious whether you think the name “Alex” truly was gender neutral for each participant. I’m wondering if participants gendered the name in their head, and if they did, I’m curious how that may have impacted your results. People are just so quick to make judgments based on gender stereotypes and we gender EVERYTHING.
I thought your presentation was very interesting. I really liked the idea of having the participants read a scenario and then you ask them questions about their interpretation. As said by Dr. Wilson, I was wondering if the participants could have gendered the name Alex in their head and if that had an impact on their results? I think with the high amount of female participants you had in the study, it would be interesting to see if there were any biases between genders.
Interesting work, all. I am interested in your variable of classroom motivation and what lead to your decision to operationalize it in the way that you did. Did that come from past studies or did you develop that yourselves? I’m just wondering if you think that students really encoded the “teacher doesn’t care if students understand or memorize the work” as “high motivation.” Did you consider performing a manipulation check to confirm that students interpreted the vignettes in the way you intended?
This was a very interesting study, particularly on the note about how it is influenced by our own universities honor code. I feel the two variables you chose for the vignettes summarize a great deal of the influences present in classrooms with regards to cheating. Along the lines of what Dr. Stebbins mentioned, I was wondering if there may have been any influence on the students interpretation of the classroom motivation and peer pressure from their own past experiences in previous classes.
This was a very interesting study, particularly on the note about how it is influenced by our own universities honor code. I feel the two variables you chose for the vignettes summarize a great deal of the influences present in classrooms with regards to cheating. Along the lines of what Dr. Stebbins mentioned, I was wondering if there may have been any influence on the student’s interpretation of the classroom motivation and peer pressure from their own past experiences in previous classes.
This was a good research study that was well organized. The introduction of peer pressure and classroom motivation was a great addition to help further understand the basis of the study. In terms of the results, it was interesting to see neither peer pressure, class motivation, or the interaction found to not be significant in the second question asked. But it also makes sense. Though, peer pressure ended up being the highest out of the two which makes sense. Overall, great study and good job!
Your research topic was very interesting! I found your results interesting and wonder if they would be different at a university that did not have an honor code. I wonder if there is any other differences on the people who are more inclined to cheat based on who they are getting the peer pressure from. Great job on this study and the presentation!
This was a really interesting topic and presentation! I liked the inclusion of the honor code as a possible influence on the results, since I would assume the environment a school tries to create has at least some effect on how people view their peers. It was very interesting that students said that they would act similarly even without the honor code of UMW present.
I think that extending your research to other colleges/universities would be interesting to examine, since not every school implements the honor code as well as UMW. The four vignettes that were used were well written and easily understood. Great job!
This was a very well done presentation! I thought it was interesting that peer pressure played a large part in academic dishonesty, especially because when one hears the term ‘peer pressure’ they usually associate it with doing drugs or some sort of other illegal activity. Like others who commented before me, I think that more schools should look into this issue, especially because they may not have the same honor policy.
Great job everyone. I would ask about the classroom motivation variable research on the subject, does it normally play a significant role in academic dishonesty?