External expectations push students towards dishonest behavior, such as plagiarism

Nimbut et al. (2024) explored dishonest behavior from students’ perspectives and found that external expectations and pressure could push students toward dishonest behavior, such as plagiarism. Family expectations can also contribute to dishonest behavior.

External expectation push students towards dishonest behavior, such as plagiarism.

Societal expectations and pressures, such as the need to achieve high grades upon graduation, meet family expectations for timely completion of studies, or secure desirable job opportunities based on academic performance, can contribute to dishonest behavior (Nimbut et al., 2024)

Nimbut et al. (2024) tell about preventive strategies, including instructor adjustments, lesson content adjustments, system adjustments, and reinforcement based on engagement. For instructor adjustments, teachers need to provide clear guidelines or rules for exams. In lesson content adjustments, reducing the difficulty level may help. For system adjustments, randomizing quiz questions can be effective. Finally, in reinforcement based on engagement, the focus should shift away from achieving high scores (Nimbut et al., 2024).

The proposed prevention guidelines involve adjusting the exercise content to match students’ abilities, establishing designated periods for exercise completion, and implementing a complementary exercise system that emphasizes participation and regular review rather than solely focusing on score achievement (Nimbut et al., 2024).

The prevention guidelines proposed by Nimbut et al. (2024) are excellent. If I could add a point, educators should also communicate with students' families to address social expectations. Personal abilities and social expectations need to be calibrated.

Reference

Nimbut, S. ., Jamsai, P. ., Larpprasop, P. ., Kuakoon, P. ., Chansaeng, T. ., Cheangtawan, A. ., & Phuthong, W. . (2024). Exploring dishonest behavior from the students’ perspective: Approaches to complementary exercises in undergraduate’s general physics course. Kasetsart Journal of Social Sciences, 45(4), 1195–1204. Retrieved from https://so04.tci-thaijo.org/index.php/kjss/article/view/276998

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