Classroom Cheating: Consistent Attitude, Perceptions, and Behavior.

Based on a generalized consistency model, differential attitude toward and perceptions of classroom cheating were hypothesized relative to behaviorally defined cheater/noncheater groups. Analyses of paper-and- pencil attitude and perceptual data provided by 193 college undergraduates (each of whom had been afforded the opportunity to cheat on each of three test-scoring occasions and, as a result of his behavior, classified as a cheater or noncheater) led to the conclusion that attitude, perceptions and behavior were largely consistent. Specifically, theaters (as opposed to noncheaters) were found to: evidence a more positive attitude toward cheating; exaggerate their own number; report a higher average unit of cheating; and evidence less concern about classroom cheating. [ABSTRACT FROM AUTHOR]