The Research Of Academic Cheating Related Factors In The College Students

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.