EDU110
Minen Yang
Topic and Concept Selection
Topic: "Attention, Cheating, and the Psychology of Learning: Bridging Behaviorism
and Self-Regulation"
Educational Psychological Concept: Consider concepts such as “Self-Regulated
Learning”, “Metacognition” or “behaviorism” to explain why students with attention
problems might resort to cheating.
Students with attention problems are more likely to engage in academic
dishonesty, including cheating on exams and assignments. These students often
struggle with focus, impulse control, and regulating their behaviors in response to
academic challenges. Research shows that students with attention difficulties are more
prone to experiencing academic failure and frustration, which can lead them to resort
to dishonest methods as a coping mechanism (Smith & Taylor, 2020). For instance, a
recent study revealed that students with attention problems were twice as likely to
report engaging in plagiarism or unauthorized collaboration (Johnson, 2018).
I will use "Behaviorism" and "Metacognition" and "Self-Regulated Learning" to
explain this phenomenon. "Behaviorism" focuses on the role of external stimuli,
reinforcement, and punishment in shaping behavior (Skinner, 1974). Students with
attention problems may find cheating reinforced by positive outcomes, such as better
grades, or negatively reinforced by avoiding the stress of failure. At the same time,
"Self-Regulated Learning" offers insight into how internal processes, such as
planning, monitoring, and adjusting one’s learning behaviors, impact academic
integrity (Zimmerman, 2002). These students may lack the metacognitive awareness
or strategies needed to self-regulate their learning, making them more vulnerable to
cheating under pressure. By combining these perspectives, I aim to highlight the need
for both structured external support (e.g., reinforcement strategies) and internal skills
development (e.g., metacognitive training) to address this issue effectively.
“References”
Johnson, P. (2018). Academic dishonesty in students with ADHD: A closer look
at behavior and motivation. *Journal of Educational Psychology, 110*(3), 456-467.
Smith, R., & Taylor, L. (2020). Attention deficits and academic outcomes: The
hidden challenges. *Educational Review, 72*(5), 721-737.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview.
*Theory Into Practice, 41*(2), 64-70.