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Table of Contents
Cheating in studies.
Consequences of cheating.
Education and study are an important factor in every individual’s life concerning learning values, ethics, morals, skills, and attitudes. Educations derive from schools and universities where students go to acquire valuable learning for their career and future development (Ramberg and Modin, 2019). With emerging advancements in studies that are causing heavy workloads on students, they seek an easy way to climb the ladder of passing in exams (Houdyshellm, 2017). Thus, students seek for cheating in exams to acquire good marks and pass the subject easily without any hard effort. However, they fail to understand the consequences of cheating in studies or education (Ives et al., 2016). Relating to such fact, the main aim of this essay is to assess the consequences of cheating in your studies outweigh the benefit.
Students in schools and colleges tend to cheat in studies to get good marks or grades in their term and university exams. According to a study by Ives et al. (2016), states that students often cheat in their studies by rationalizing cheating as they view it as legitimate to acquire good grades in exams and assignments. This indicates that students who seek for achieving higher grades and perfection in their studies opt for cheating as it the most shortcut way to succeed (Houdyshellm, 2017). Besides that, cheating also seems to be contagious amongst school and college-going students as competition I studies is one of the factors that influences such behaviour. In addition, with the emergence of technology, smartphones, and other devices, students in today’s era can effortlessly access to prompt answers and information that they can reproduce during their exams in classrooms (Bretag et al., 2018).
Apart from benefits, there are major consequences of cheating that can affect a student’s life and career negatively. Cheating has been considered as taboo and unethical behaviour that hampers social status and integrity negatively (Ramberg and Modin, 2019). Concerning such facts, cheating lowers one self-respect and confidence negatively leading to depression and anxiety. Besides, it leads to wastage of their valuable time in learning and supposedly of one gets caught in cheating, the consequences may be expulsion and gaining a bad reputation within the school, college, or society as a whole (Kayışoğlu and Temel, 2017). On the other hand, the tutor or investigator might make the student fail in an exam that would lead to a year loss and consecutively initiation of mental issues and depression. Overall, the consequences of cheating are immoral for a student’s career and personal life; thus, it is beneficial for the study to refrain from such behaviour and activities to maintain academic integrity and values effectively (Tasgin, Kincal, Küçükoğlu and Ozan, 2019). This in turn would lead to effectual learning for the student that is enriched with values, ethics, and morals positively (Burnett, Enyeart Smith and Wessel, 2016).
Cheating has been considered as unethical behaviour that hampers a student’s career negatively. As students perceive as legitimate concerning getting good grades in exams and assignments, but by looking at longer-term goals of a student's career concerning the learning of values, integrity, and values. Thus, the consequences of cheating are destructive and one must refrain from it to ensure quality learning enriched with values, morals, and principles.
Bretag, T., Harper, R., Burton, M., Ellis, C., Newton, P., Rozenberg, P., Saddiqui, S. and van Haeringen, K., 2018. Contract cheating: a survey of Australian university students. Studies in Higher Education, 44(11), pp.1837-1856.
Burnett, A., Enyeart Smith, T. and Wessel, M., 2016. Use of the Social Cognitive Theory to Frame University Students’ Perceptions of Cheating. Journal of Academic Ethics, 14(1), pp.49-69.
Houdyshellm, M., 2017. Academic integrity in an emerging democracy: How university students in a former Soviet Republic balance achievement and success in education. Journal of Ethnic and Cultural Studies, 4(1), p.14.
Ives, B., Alama, M., Mosora, L., Mosora, M., Grosu-Radulescu, L., Clinciu, A., Cazan, A., Badescu, G., Tufis, C., Diaconu, M. and Dutu, A., 2016. Patterns and predictors of academic dishonesty in Romanian university students. Higher Education, 74(5), pp.815-831.
Kayışoğlu, N. and Temel, C., 2017. An Examination of Attitudes towards Cheating in Exams by Physical Education and Sports High School Students. Universal Journal of Educational Research, 5(8), pp.1396-1402.
Ramberg, J. and Modin, B., 2019. School effectiveness and student cheating: Do students’ grades and moral standards matter for this relationship? Social Psychology of Education, 22(3), pp.517-538.
Taşgin, A., Kincal, R., Küçükoğlu, A. and Ozan, C., 2019. The Relationship Between Prospective Teachers’ Attitudes Towards Cheating and Academic Dishonesty Tendencies. Anadolu Journal of Educational Sciences International, pp.608-639.
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