Rola czynników sytuacyjnych i intrapsychicznych a skłonność do ściągania - zjawisko ściągania w percepcji i doświadczeniach uczniów szkół ponadgimnazjalnych

Abstract

The role of situational and intrapsychic factors in cheating tendencies – cheating in the perceptions and experiences of high school students. The aim of the work is to present the problem of cheating in high school on the basis of theoretical framework as well as results of previous research on this issue. Results of the author’s own research will also be presented. The work consists of three basic parts. The first one includes a theoretical introduction to the phenomenon of cheating at high school and its determinants. This part provides a basis for the author’s research, which is discussed in the following part. Chapter one presents school as a basic environment for the psychosocial development of students; it also discusses theories of motivation in education, putting emphasis on the concept of the Self Determination Theory. Chapter two describes school as a negative behaviour, selected theories of deviation in relation to the phenomenon of cheating including the theory of neutralization. It also describes the meaning of perception of the classroom relationships and perception of teachers and parents’ behaviours. Chapter three discusses a theoretical framework of cheating, its sources and motives, as well as its relations to risk categories and moral development. The second part of the work presents the methodological concept of author’s own research. Details of the purpose and object of study, problems, hypothesis, research methods, sample and research area are presented therein. It also describes variables included in the study with their detailed operationalization provided by presenting the research tools designed for the purpose of this study. In addition, methods of statistical analysis are also described. The third part includes a description of the research results. It was divided into three sections. The first one attempts to describe and systematize the phenomenon of cheating and related experiences in the perception of students. Students’ opinions and declarations of the frequency of cheating and cheating methods, the reasons and inhibitions and consequences of academic cheating are presented. The also reveals problems of helping behaviours and students’ emotions appearing in the situation of help extortion as well as students’ attitudes towards denunciation. In addition, details regarding students’ experiences related to school reading and homework as the elements of academic cheating are presented along with students’ comments on that phenomenon. The second section discusses the role of academic motivation in terms of the Self Determination Theory perspective (which includes: amotivation, external regulation, introjected regulation, identified regulation and intrinsic motivation) as a mediator in the relationships between environment perception and cheating. Environment perception includes perceptions of teachers’ and parents’ behaviour (conceptualized in two dimensions: control and autonomy support) and classroom relationships’ perception (competition and cooperation and support). Cheating was measured with regards to three factors: cheating, cheating assistance and cheating assistance unwillingness. The third section presents quasi-experimentation results. The impact of risk level, neutralizing agent, the aim of cheating, the tendency to respect the standards and to break the rules on the tendency to cheat is presented. The work is summarised with a general reflection on cheating, providing interpretations of the research results in the context of their relevance to educational practice.