Date of Award

Fall 2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Terrance McAdoo

Abstract

Academic dishonesty remains a persistent issue in education, undermining both learning and institutional integrity. While it has been extensively researched in general contexts, little is known about its occurrence in high-achieving settings such as honors classes, where students are frequently under increased performance pressure. This action research study investigated the prevalence, causes, and consequences of cheating behaviors among honors students at a rural high school.

The study centered on Ajzen’s Theory of Planned Behavior, Bandura’s Social Cognitive Theory, and Merton's Strain Theory. Data were collected using a qualitative case study design, which included semi-structured interviews with students, teachers, and administrators, a review of school documents, and the implementation of a three-day academic integrity workshop.

The findings revealed that younger honors students frequently lacked a strong understanding of academic integrity, which can lead to dishonest behavior in response to stress, workload, and peer pressure. Older students exhibited more advanced ethical reasoning, indicating developmental shifts over time. Inconsistent policy enforcement and the absence of a schoolwide honor code contributed to the normalization of cheating. The workshop improved awareness, reflection, and confidence in ethical decision-making, highlighting the value of targeted interventions. This study advances theory by applying behavioral and sociological models to a high-stakes honors environment. It also makes policy recommendations, emphasizing the importance of consistent frameworks to combat academic dishonesty. Ultimately, it offers educators practical strategies, including honor codes, workshops, and staff training, to foster an honest and accountable culture.

Rights

© 2025, Latasha Arda Smart

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