Suchergebnisse

Various studies - especially in English - show an increasing tendency of students to take the labour-saving "shortcut" of cheating behaviour when acquiring credit points. Own investigations at a German university confirm the cheating rates reported in the literature. Detailed analyses show that neither systematic predispositions nor typical study structure characteristics underlie this phenomenon. The results rather point to the connection between the learning and achievement motivation of "work avoidance" and the tendency to cheating behaviour. Thus, the dimensions of the teaching and learning culture on the one hand and the construction of meaning and goal orientation, which the students connect with their own studies, on the other hand gain in importance. In order to obtain clear indications on the design of university teaching, both would have to be further empirically researched.