The Relationship between Teacher-Student Rapport and Students Willingness to Cheat among Iranian High School Students in Bandar Abbas-پایان نامه ارشد رشته زبان خارجی

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    The Relationship between Teacher-Student Rapport and Students     Willingness to Cheat among Iranian High School Students in Bandar Abbas

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Anderman and Midgley(2004) explained that students cheating relates to both individual and situational variables, such as motivational, moral, and developmental factors. The motivational and academic environment may cause different types of cheating behavior. Students who like to show their abilities to others may use cheating methods that reflect this particular goal orientation. As a result, a student with a high performance might engage in cheating behavior, such as coping off another student’s exam, plagiarizing a term paper, or using unauthorized sources to complete graded work, but likely he/she would not help others with cheating behaviors. Murdock, Miller, and Kohlhardt (2004) suggested that as well as this competent, situational goal orientation can influence student’s attitudes toward certain cheating behaviors. Murdock, Hale, and Weber (2001) proved that when middle school students believe their school environment fosters a performance goal orientation, they are more likely to report engaging in cheating behavior in course work. Maehr (1991) stayed that perhaps appearing competent during relation to others is stronger than engaging in the cheating behavior. Anderman, Griessinger and Westerfield (1998) claimed that if school environment is calm and stress free, students will have less incentive to cheat. Kohlberg (1985) recommended that theory of moral development investigate the moral aspects of cheating. Malinowski and Smith (1985) believed that “there is an inverse relationship between moral development level and cheating behavior in male undergraduates” (p.1016). When students are under the pressure by situation they cheat more.

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