Changes in self-reported academic cheating across the transition from middle school to high school

By Eric M. Anderman, C. Midgley. 2004

244 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8abf1816e1112d85d983745034e7292ef84a0b98

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Sian L. Beilock
2. Tamera B. Murdock
3. Susan C. Levine
4. Elizabeth A. Gunderson
5. Eric M. Anderman
6. Jenefer Husman
7. Derek R. Lane
8. Pamela K. Cupp

In Experimental and Cognitive Psychology

1. Susan C. Levine
2. Elizabeth A. Gunderson
3. Sian L. Beilock
4. Daeun Park
5. Tamera B. Murdock
6. Chiao Ling Huang
7. An-Sing Chen
8. Shu Ching Yang

In Social Psychology

1. Sian L. Beilock
2. Susan C. Levine
3. Tamera B. Murdock
4. Chiao Ling Huang
5. An-Sing Chen
6. Daeun Park
7. Shu Ching Yang
8. Derek R. Lane

Citations in the corpus

• Whatever It Takes to Win: Rivalry Increases Unethical Behavior (2016, background): “Students adopting a performance approach goals are more likely to engage in academic dishonesty than students adopting mastery goals (Anderman, Griesinger, & Westerfield, 1998; Anderman & Midgley, 2004; Murdock, Hale, & Weber, 2001).”
• Impulsivity and Academic Cheating (2009, background): “Previous studies of academic cheating often have examined the role of goal structures in predicting cheating (Anderman, 2007; Anderman & Danner, 2008; Anderman, Griessinger, & Westerfield, 1998; Anderman & Midgley, 2004; Murdock, Hale, & Weber, 2001; Murdock, Miller, & Kohlhardt, 2004).”
• An Investigation of College Students’ Perceptions of Academic Dishonesty, Reasons for Dishonesty, Achievement Goals, and Willingness to Report Dishonest Behavior (2013, background): “Researchers have found that students who adopt PG are more involved in cheating than students who adopt MG (e.g., Anderman, 2007; Anderman & Midgley, 2004).”
• Motivational Perspectives on Student Cheating: Toward an Integrated Model of Academic Dishonesty (2006, background): “Although Anderman and Midgley (2004) suggest that cheating changes as students move into more or less performance and mastery-oriented environments, studies that examine such shifts in context along with maturation over extended periods of time are warranted.”
• Engineering Students' Intelligence Beliefs and Learning (2014, background): “Anderman and his colleagues provided evidence that the amount of cheating behaviors adolescents reported was related to their exposure to instructional environments in which there was a focus on performance and ability (Anderman, Griesinger, & Westerfield, 1998; Anderman & Midgley, 2004).”