How often do you cheat? Dispositional influences and intrapersonal stability of dishonest behavior.

Dishonesty, including lying, cheating, deception, and deviating from societal norms, has far-reaching implications across various aspects of modern society. From minor consequences like social discontent to severe outcomes such as economic damage through tax evasion, dishonest behavior affects us in multiple ways. This study investigates whether gender and psychological traits contribute to dishonest behavior, and whether unethical conduct is stable across diverse tasks. We examined 63 participants using a "Difference Spotting Task" (DST) and two motor tasks (1. coordinative throwing; 2. isometric strength). Dishonesty was measured by comparing self-reported performance with actual performance, allowing for a comprehensive analysis of both occurrence and extent of dishonesty. Our findings indicate that gender does not significantly influence the occurrence or extent of dishonest behavior. Moreover, we discovered that "Social Desirability" positively influences the extent of dishonesty, while "Task Orientation" increases the likelihood of engaging in dishonest acts. The study also reveals that the level of dishonesty remains relatively stable across all three tasks at an intrapersonal level.

The conversational AI "ChatGPT" outperforms medical students on a physiology university examination.

Artificial intelligence (AI) has gained massive interest with the public release of the conversational AI "ChatGPT" but it also has become a matter of concern for academia as it can easily be misused. We performed a quantitative evaluation of the performance of ChatGPT on a medical physiology university examination. Forty-one answers were obtained with ChatGPT and compared to the results of 24 students. The results of ChatGPT were significantly better than those of the students; median (IQR) score was 75 (66-84) % for the AI compared to 56 (43-65) % for students (p<0.001). The exam success rate was 100% for ChatGPT, whereas 29% (n=7) of students failed. ChatGPT could promote plagiarism and intellectual laziness among students and could represent a new and easy way to cheat, especially when evaluations are performed online. Considering that these powerful AI tools are now freely available, scholars should take great care to construct assessments that really evaluate the student reflection skills and prevent AI-assisted cheating.

Beyond monetary value: how reward type drives cheating in a gender-judgment task.

Background: Investigating the effects of monetary incentives on dishonest behavior provides valuable insights into human integrity and ethical decision-making processes. This study is conducted through the lens of self-concept maintenance theory. Aim: The aim of this study is to examine the influence of different types of rewards (score-based vs. monetary) and their magnitude on dishonest behavior within a gender judgment task. Method: Using a quantitative experimental design, this study involved 116 participants who were randomly assigned to conditions that differed in reward type (score or money) and magnitude (10 yuan vs. 50 yuan). Dishonest behavior was assessed using a gender judgment task with mechanisms to simulate conditions conducive to planned cheating. Results: Results revealed significant differences in dishonesty rates between score and money conditions, with a higher proportion of dishonest participants observed in the score condition compared to the money condition. The timing of initial cheating was earlier in the score condition compared to the money condition. No significant differences were found in the proportion of dishonest participants, the cheating rate, or the timing of initial cheating across reward levels within either condition. The rate of cheating increased over time, suggesting a temporal dynamic in unethical decision making. Conclusion: The study demonstrates that the nature of rewards significantly influences the likelihood of dishonest behavior, with intangible score-based rewards facilitating rationalizations for dishonesty more readily than tangible financial incentives. These findings enrich the understanding of moral psychology by highlighting the complex interplay between reward types, ethical rationalization, and the dynamics of dishonest behavior.

Is it OK if I cheat? Implementation of, and student response to, iterative change in an undergraduate medical degree high stakes OSCE due to issues of academic integrity.

PURPOSE OF ARTICLE: This paper explores issues pertinent to teaching and assessment of clinical skills at the early stages of medical training, aimed at preventing academic integrity breaches. The drivers for change, the changes themselves, and student perceptions of those changes are described. METHODS: Iterative changes to a summative high stakes Objective Structured Clinical Examination (OSCE) assessment in an undergraduate medical degree were undertaken in response to perceived/known breaches of assessment security. Initial strategies focused on implementing best practice teaching and assessment design principles, in association with increased examination security. RESULTS: These changes failed to prevent alleged sharing of examination content between students. A subsequent iteration saw a more radical deviation from classic OSCE assessment design, with students being assessed on equivalent competencies, not identical items (OSCE stations). This more recent approach was broadly acceptable to students, and did not result in breaches of academic integrity that were detectable. CONCLUSIONS: Ever increasing degrees of assessment security need not be the response to breaches of academic integrity. Use of non-identical OSCE items across a cohort, underpinned by constructive alignment of teaching and assessment may mitigate the incentives to breach academic integrity, though face validity is not universal.

High consistency of cheating and honesty in early childhood.

Three preregistered studies examined whether 5-year-old children cheat consistently or remain honest across multiple math tests. We observed high consistency in both honesty and cheating. All children who cheated on the first test continued cheating on subsequent tests, with shorter cheating latencies over time. In contrast, 77% of initially honest children maintained honesty despite repeated failure to complete the tests successfully. A brief integrity intervention helped initially honest children remain honest but failed to dissuade initially cheating children from cheating. These findings demonstrate that cheating emerges early and persists strongly in young children, underscoring the importance of early prevention efforts. They also suggest that bolstering honesty from the start may be more effective than attempting to remedy cheating after it has occurred. RESEARCH HIGHLIGHTS: Our research examines whether 5-year-old children, once they have started cheating, will continue to do so consistently. We also investigate whether 5-year-old children who are initially honest will continue to be honest subsequently. We discovered high consistency in both honesty and cheating among 5-year-old children. Almost all the children who initially cheated continued this behavior, while those who were honest stayed honest. A brief integrity-boosting intervention successfully helped 5-year-old children maintain their honesty. However, the same intervention failed to deter cheaters from cheating again. These findings underscore the importance of implementing integrity intervention as early as possible, potentially before children have had their first experience of cheating.

Emophilia: psychometric properties of the emotional promiscuity scale and its association with personality traits, unfaithfulness, and romantic relationships in a Scandinavian sample.

Emophilia is a suggested stable phenomenon referring to how often and easily an individual falls in love (Jones, 2011). The current study investigated the psychometric properties of the Emotional Promiscuity Scale (EPS, i.e., a measure of emophilia) and its association with personality traits, romantic relationships, and unfaithfulness in a Scandinavian sample. The sample consisted of 2,607 participants, who were recruited through Norwegian and Swedish newspapers. Descriptive analyses of the EPS and a confirmatory factor analysis (CFA) to verify the previously obtained two-factor structure were conducted. Correlations between emophilia and the Big Five and Dark Triad traits were calculated to investigate the discriminative validity of the EPS. Lastly, negative binomial regression analyses were run in which emophilia comprised the independent variable and the number of romantic relationships and number of times being unfaithful constituted the dependent variables. The EPS had satisfactory internal reliability and the responses to the items were normally distributed. The CFA indicated a two-factor structure, although the two factors correlated highly, justifying collapsing them into one dimension. Emophilia showed satisfactory discriminant validity (r < 00.40) against the personality traits included. Lastly, emophilia was positively associated with the number of romantic relationships and times being unfaithful. Future research should aim to improve our understanding of the psychological and behavioral aspects of emophilia.

Cheating in childhood: Exploring the link between parental reports of problem behaviors and dishonesty on simulated academic tests.

This study investigated the relationship between parental reports of children's behavioral problems and their cheating behaviors on simulated academic tests, addressing a significant gap in understanding early childhood academic cheating and its potential links to broader behavioral issues. We hypothesized that children's early problem behaviors would be predictive of their academic cheating. To test these hypotheses, children aged 4 to 12 years took part in six unmonitored academic tests that measured their cheating behaviors while their parents completed the Child Behavior Checklist and the Strengths and Difficulties Questionnaire elsewhere. Separate hierarchical linear regressions revealed that children's problem behaviors, as reported by parents, overall significantly predict children's cheating behaviors even after accounting for demographic variables such as age, gender, ethnicity, and parental religiosity. Specifically, the Conduct Problems subscale of the Strengths and Difficulties Questionnaire showed a significant and unique association with children's cheating behaviors above and beyond the common contributions of all predictors. However, the Child Behavior Checklist scores and the scores on the other Strengths and Difficulties subscales were not significantly or uniquely related to cheating. These findings offer new insight into simulated childhood academic cheating and its relation to problem behaviors observed by parents.

In the social amoeba Dictyostelium discoideum, shortened stalks may limit obligate cheater success even when exploitable partners are available.

Cooperation is widespread across life, but its existence can be threatened by exploitation. The rise of obligate social cheaters that are incapable of contributing to a necessary cooperative function can lead to the loss of that function. In the social amoeba Dictyostelium discoideum, obligate social cheaters cannot form dead stalk cells and in chimeras instead form living spore cells. This gives them a competitive advantage within chimeras. However, obligate cheaters of this kind have thus far not been found in nature, probably because they are often enough in clonal populations that they need to retain the ability to produce stalks. In this study we discovered an additional cost to obligate cheaters. Even when there are wild-type cells to parasitize, the chimeric fruiting bodies that result have shorter stalks and these are disadvantaged in spore dispersal. The inability of obligate cheaters to form fruiting bodies when they are on their own combined with the lower functionality of fruiting bodies when they are not represent limits on obligate social cheating as a strategy.

Young children with higher verbal intelligence are less likely to cheat.

Cheating is a pervasive unethical behavior. Existing research involving young children has mainly focused on contextual factors affecting cheating behavior, whereas cognitive factors have been relatively understudied. This study investigated the unique role of verbal and performance intelligence on young children's cheating behavior (N = 50; mean age = 5.73 years; 25 boys). Bootstrapping hierarchical logistic regression showed that children's Verbal IQ scores were significantly and negatively correlated with their cheating behavior above and beyond the contributions of age, gender, and Performance IQ scores. Children with higher Verbal IQ scores were less inclined to cheat. However, neither children's Performance IQ nor their Total IQ scores had a significant and unique correlation with cheating. These findings suggest that intelligence plays a significant role in children's cheating but that this role is limited to verbal intelligence only. In addition, this study highlights the need for researchers to go beyond the contextual factors to study the early development of cheating behavior.

Academic cheating in early childhood: Role of age, gender, personality, and self-efficacy.

The current study investigated the association of children's age, gender, ethnicity, Big Five personality traits, and self-efficacy with their academic cheating behaviors. Academic cheating is a rampant problem that has been documented in adolescents and adults for nearly a century, but our understanding of the early development and factors influencing academic cheating is still weak. Using Zoom, the current study recruited children aged 4 to 12 years (N = 388), measured their cheating behaviors through six tasks simulating academic testing scenarios, and assessed their Big Five personality traits and self-efficacy through a modified Berkeley Puppet Interview paradigm, as well as age and gender. We found that children cheated significantly less with increased age and that boys cheated significantly more than girls. However, neither Big Five personality traits nor self-efficacy were significantly correlated with children's cheating. These findings suggest that academic cheating is a developing issue from early to middle childhood and that factors such as gender socialization may play a role in such development. Personal characteristics such as personality traits and self-efficacy may undergo additional development before their associations with cheating become robust, as reported in the adult literature.

Elementary school-aged children's perceptions of academic dishonesty: Definitions and moral evaluations of cheating behaviors in school.

A total of 76 children (Mage = 9 years 5 months, SD = 2.22 years) participated in a structured interview about their experiences with and knowledge of academic dishonesty. Overall, 27% of the sample reported having cheated in school. Most of these children were 10 to 13 years old, and the most prevalent form of cheating behavior reported was using forbidden materials during a test. Children's age group was a significant positive predictor of their reported cheating history; however, no significant difference was found between children's gender and engagement with cheating. Children's moral evaluations of cheating did not predict their reported cheating history, nor did children's parents' cheating history. Vignette type (cheating vs. non-cheating), age group, and the interaction between vignette type and age group were significant predictors of children's ability to accurately identify behaviors that constitute cheating. Children rated cheating behaviors as significantly less moral than non-cheating behaviors. Overall, the current results provide insight into what forms of cheating behavior children engage in at the elementary school-age level.

Don't be a rat: An investigation of the taboo against reporting other students for cheating.

This research examines barriers to reporting academic dishonesty in early adulthood (Study 1; N = 92) and adolescence (Study 2; N = 137). Participants were asked to describe a recent time they observed a peer cheating and to reflect on their decision about whether to report the cheating. They also responded to hypothetical scenarios about observing typical cheating actions, and the presence of social motives (e.g., whether people who report tend to gain reputations for being snitches) was manipulated in each scenario. Even though participants judged reporting to be the morally right thing to do, doing so was rare and approval for it was low, especially in adolescence. Participants also tended to say they would rather be friends with people who do not report cheaters than with those who do. Participants reasoned about a variety of social concerns to support their judgments about reporting (e.g., concern about their relationship with the cheater, concerns for others' welfare), and the manipulated social motives in the hypothetical scenarios significantly influenced judgments about reporting. These findings inform our understanding of the social dynamics that contribute to decisions about policing academic honesty.

"I know what you did": Associations between relationship satisfaction and reported and suspected extramarital sex.

Although extradyadic sex has been repeatedly shown to be inversely associated with relationship quality, researchers have rarely evaluated partners' beliefs (or suspicions) of such behavior and the degree to which relationship quality varies as a function of suspected extradyadic sex. This study examined, in a United States probability sample of couples (National Couples Survey; N = 236 couples), the (a) prevalence of cross-tabulations of wives' and husbands' reports of their own history of extramarital sex (i.e., sexual intercourse) and their beliefs about their partner's history of extramarital sex having ever occurred in the couple's relationship, and (b) associations between reported and suspected extramarital sex and current relationship satisfaction. The prevalence of different combinations of spouses' reported history of their own extramarital sex and suspicions of their partner's history of extramarital sex are presented. Results indicated that both spouses' reports of their own history of and their suspicion of their partner's history of extramarital sex were significantly and inversely associated with wives' and husbands' relationship satisfaction. These findings underscore the importance of examining not only respondents' report of their own extramarital sexual involvement but also their beliefs about their partner's extramarital sexual involvement in future research on relationship and individual functioning outcomes associated with extramarital sex.

Nursing Students' Perspectives on Academic Dishonesty During Examinations and Assignments: A Cross-Sectional Study.

Background and objective Academic dishonesty or misconduct among nursing students is a crucial concern within educational institutions. In nursing education, academic dishonesty hinders the development of knowledge and skills among students, thereby jeopardizing both patient safety and the effectiveness of clinical practice. This study aimed to assess the prevalence and forms of academic dishonesty among nursing students in Saudi Arabia. Methodology The participants comprised 482 nursing students from two governmental universities in Saudi Arabia. A newly developed self-reported questionnaire was used to collect data on academic dishonesty, comprising two distinct sections: a 16-item Academic Dishonesty Questionnaire during examinations and an 11-item Academic Dishonesty Questionnaire related to assignments. Results A one-sample binomial test indicates a significant proportion of students engaging in at least one form of academic dishonesty (n = 452, 93.8%; χ²(1) = 19.176; P < 0.001). Notably, 432 (89.9%) students reported dishonesty in examinations and 385 (79.9%) in assignments. Multiple-response analysis of 7,712 responses from 482 students using the 16-item Examination Dishonesty Questionnaire showed that the majority of the students (n = 4,010, 52%) were cheating on the examination. Similarly, of the 5,302 total responses from the 11-item Assignment Dishonesty Questionnaire, 2,773 (52.3%) responses revealed engagement in academic dishonesty during the assignment. The most prevalent and statistically significant form of academic dishonesty during examinations was studying previous examination questions without the knowledge of the teacher (n = 370, 76.5%), followed by providing and collecting previous examination question papers (n = 316, 65.6%) and (n = 304, 63.1%), respectively. Similarly, the common and significant form of academic dishonesty during the completion of assignments included unfair collaboration (n = 331, 68.7%), allowing a friend to copy assignments (n = 304, 63.1%), and copying from the internet (n = 286, 59.3%) without citing the source (P < 0.001). Conclusions Our study identified a significant prevalence of academic dishonesty among Saudi nursing students, a particularly noteworthy concern within the context of a respected governmental educational institution. This emphasizes the need for implementing rigorous preventive measures to curb academic dishonesty. Based on the findings of our study, recommended interventions include providing educational workshops or similar initiatives to educate students on the consequences of cheating and plagiarism, using diverse questions to assess knowledge and skills during theory examinations and assignments, enforcing stringent penalties for copying and cheating, establishing a code of ethics, and proactively promoting ethical practices among nursing students by leveraging the influence of Islamic religious principles to address this issue.

Interspecific competition prevents the proliferation of social cheaters in an unstructured environment.

Bacterial communities are intricate ecosystems in which various members interact, compete for resources, and influence each other's growth. Antibiotics intensify this complexity, posing challenges in maintaining biodiversity. In this study, we delved into the behavior of kin bacterial communities when subjected to antibiotic perturbations, with a particular focus on how interspecific interactions shape these responses. We hypothesized that social cheating-where resistant strains shield both themselves and neighboring cheaters-obstructed coexistence, especially when kin bacteria exhibited varied growth rates and antibiotic sensitivities. To explore potential pathways to coexistence, we incorporated a third bacterial member, anticipating a shift in the dynamics of community coexistence. Simulations and experimental bacterial communities confirmed our predictions, emphasizing the pivotal role of interspecific competition in promoting coexistence under antibiotic interference. These insights are crucial for understanding bacterial ecosystem stability, interpreting drug-microbiome interactions, and predicting bacterial community adaptations to environmental changes.

Identifying the factors influencing plagiarism in higher education: An evidence-based review of the literature.

The present study explores the major reasons for committing plagiarism, as reported in published literature. One hundred sixty-six peer-reviewed articles, which were retrieved from the Scopus database, were carefully examined to find out the research studies conducted to explore the most common reasons for academic cheating among students and researchers in different disciplines in higher education. An analysis of collected literature reveals that 19 studies were conducted to identify the perceived reasons of committing plagiarism. Four studies with similar constructs of perceived reasons of committing plagiarism, namely busy schedule, overload of homework and laziness, easy accessibility of electronic resources, poor knowledge in research writing and correct citation and lack of serious penalty, were conducted. The pooled mean and standard deviation of the four studies reveal that easy accessibility of electronic resources (Mean = 3.6, SD = 0.81), unawareness of instructions (Mean = 3.0, SD = 0.89), and busy schedule, overload of homework and laziness (Mean = 2.89, SD = 1.0) are important perceived reasons for committing plagiarism. The study findings could help create an effective intervention and a robust anti-plagiarism policy for academic institutions, administrators, and policymakers in detecting academic dishonesty while emphasizing the value of integrity in academic pursuit.

Self-efficacy and cheating among young children.

This research, comprising three preregistered studies, investigated the link between self-efficacy and cheating on an academic test in 5- and 6-year-old children. Study 1 assessed children's general self-efficacy and found it to be unrelated to their cheating behavior. Study 2 assessed task-specific self-efficacy, which was not found to be associated with cheating. In Study 3, children were randomly assigned to either an experimental group, which received brief positive feedback on task-specific self-efficacy, or a control group, which received no feedback. The experimental group demonstrated significantly less cheating. These findings, for the first time, identify a specific connection between young children's self-efficacy and academic dishonesty and suggest that positive feedback on task-specific efficacy could be a simple effective strategy for fostering academic integrity early on.

Modulatory role of sport factors on amateur and competitive athletes' aggressive and antisocial behaviors.

Aggressiveness and unethical behaviors are an important problem in sports today. Understanding how to properly measure and manage an athlete's aggressive tendency is a crucial lesson to be learned within the rulesets of a sporting environment. This study aims at validating the Italian version of the Competitive Aggressiveness and Anger Scale (CAAS), specifically developed to measure aggressiveness and anger in athletes. The second aim is to investigate how aggressive and antisocial behaviors are modulated by sex, competitive level (i.e., amateur and competitive), sport contact (i.e., contact and no-contact), and sport type (i.e., team and individual). Two hundred and ninety-six athletes (mean age = 22.42 years, SD = 2.86) were asked to fill out a survey about sociodemographic variables, sport specific data, attitudes to moral decisions, past cheating behavior, and aggression. The Italian version of the CAAS presented a good fit of the data, adequate internal consistency and its construct validity was supported via convergent and discriminant validity. Both aggressiveness and anger dimensions of CAAS positively related with acceptance of cheating and gamesmanship, and past cheating behavior, while only the aggressiveness dimension of the CAAS negatively related with prosocial attitude. Competitive male athletes practicing contact sport showed the highest levels of aggressiveness, while competitive athletes practicing team sport showed the highest level of anger. This study represents the first empirical construct validity evidence of CAAS among Italian athletes and provides a deeper understanding of how athletes' aggressive tendencies and antisocial behavior differ across athlete populations.

Increased privatization of a public resource leads to spread of cooperation in a microbial population.

The phenomenon of cooperation is prevalent at all levels of life. In one such manifestation of cooperation in microbial communities, some cells produce costly extracellular resources that are freely available to others. These resources are referred to as public goods. Saccharomyces cerevisiae secretes invertase (public good) in the periplasm to hydrolyze sucrose into glucose and fructose, which are then imported by the cells. After hydrolysis of sucrose, a cooperator retains only 1% of the monosaccharides, while 99% of the monosaccharides diffuse into the environment and can be utilized by any cell. The non-producers of invertase (cheaters) exploit the invertase-producing cells (cooperators) by utilizing the monosaccharides and not paying the metabolic cost of producing the invertase. In this work, we investigate the evolutionary dynamics of this cheater-cooperator system. In a co-culture, if cheaters are selected for their higher fitness, the population will collapse. On the other hand, for cooperators to survive in the population, a strategy to increase fitness would likely be required. To understand the adaptation of cooperators in sucrose, we performed a coevolution experiment in sucrose. Our results show that cooperators increase in fitness as the experiment progresses. This phenomenon was not observed in environments which involved a non-public good system. Genome sequencing reveals duplication of several HXT transporters in the evolved cooperators. Based on these results, we hypothesize that increased privatization of the monosaccharides is the most likely explanation of spread of cooperators in the population.IMPORTANCEHow is cooperation, as a trait, maintained in a population? In order to answer this question, we perform a coevolution experiment between two strains of yeast-one which produces a public good to release glucose and fructose in the media, thus generating a public resource, and the other which does not produce public resource and merely benefits from the presence of the cooperator strain. What is the outcome of this coevolution experiment? We demonstrate that after ~200 generations of coevolution, cooperators increase in frequency in the co-culture. Remarkably, in all parallel lines of our experiment, this is obtained via duplication of regions which likely allow greater privatization of glucose and fructose. Thus, increased privatization, which is intuitively thought to be a strategy against cooperation, enables spread of cooperation.