Students' reactions after cheating: An attributional analysis

Abstract The hypothesis that students who cheat will externalize the cause of this behavior was tested by contrasting the causal inferences of cheating students and noncheating students. The results supported Kelley's attributional model, for cheaters tended to note the high distinctiveness, high consensus, and low consistency of their actions, while noncheaters noted the low distinctiveness, low consensus, and high consistency of their morally commendable actions. Comparison of the students' attributions with inferences formulated by uninvolved observers also indicated that students tended to formulate self-serving attributions, suggesting that external attributions—in providing students with an excuse for cheating—may work to limit self-concept changes after misconduct.

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