Understanding and Addressing Academic Dishonesty
Why Students Cheat
The Scope of the Problem
Academic dishonesty is more common than we may realize: studies estimate that between 50% and 80% of college students cheat at some point in their academic careers (McCabe et al., 2001; Honorlock, 2023). Understanding why students cheat can help instructors design learning environments that reduce the likelihood of violations and foster a culture of integrity.
Why Do Students Cheat?
Pressure to Achieve
Students often face intense pressure to earn high grades from family, scholarship requirements, or graduate school goals (Harvard Graduate School of Education, 2016). When they feel overwhelmed, cheating may feel like the only option.
Perceived Peer Norms
When students believe that “everyone is doing it” and getting away with it, they may be more likely to justify dishonest behavior themselves (Honorlock, 2023).
Lack of Preparedness
If students don’t understand course material or feel unprepared, they may turn to shortcuts as a coping mechanism (University at Buffalo, n.d.).
Opportunity and Low Risk of Detection
When students perceive little risk of being caught especially in online or unsupervised environments they may be more likely to cheat (Honorlock, 2023).
Barriers Faculty Face
In a multi-institution survey of over 400 faculty, instructors reported several common challenges in addressing cheating (Honorlock, 2023):
- 66% felt their institution handled violations inconsistently.
- 30% said the reporting process was too time-consuming.
Others expressed concern about a lack of institutional support when pursuing cases.
Strategies to Promote Academic Integrity
- Set Clear Expectations: Your syllabus should include specific language about what is and isn’t allowed, including your policy on AI use.
- Use Rubrics Thoughtfully: Rubrics clarify expectations and help identify when a response doesn’t meet the assignment’s intent.
- Design for Integrity: Use authentic assessments, varied question formats, and reflective components to discourage dishonesty.
- Talk About It: Normalize conversations about academic integrity early and often. Connect integrity to students’ long-term goals.
- Offer Support: Connect students to tutoring, coaching, and time management resources to reduce pressure and build confidence.
Model AI Use Attribution
According to APA 7 guidelines (and the most recent updates from APA Style), AI-generated content like responses from ChatGPT should be cited as follows:
In-text citation (narrative or parenthetical):
OpenAI's ChatGPT was used to assist in drafting this resource (OpenAI, 2025).
Full reference entry:
OpenAI. (2025). ChatGPT (April 2 version) [Large language model]. https://chat.openai.com/
Example Attribution Statement for a Faculty Handout:
This handout was drafted with the assistance of OpenAI's ChatGPT (2025). The content was reviewed, revised, and cited by the author to ensure accuracy and alignment with academic integrity practices. ChatGPT was used as a writing assistant, not as a source of original analysis.
ASU Lib Guide:
References
Harvard Graduate School of Education. (2016, July 21). Why do students cheat? Usable Knowledge. https://www.gse.harvard.edu/uk/2016/07/why-do-students-cheat
Honorlock. (2023, October 23). Why do students cheat? https://honorlock.com/blog/why-do-students-cheat/
McCabe, D. L., Trevino, L. K., & Butterfield, K. D. (2001). Cheating in academic institutions: A decade of research. Ethics & Behavior, 11(3), 219–232.
University at Buffalo. (n.d.). Why students cheat. https://www.buffalo.edu/academic-integrity/about/ reasons-students-cheat.html