Why Cheating Is Wrong

Morality is what we, as humans, have and use to separate the good from the bad and the right from the wrong. Growing up, we are taught that cheating is bad, that we shouldn’t cheat, and if we do, bad repercussions can evolve from doing so. Due to this, the idea that cheating is bad is instilled into our personal moral (or also referred to as honor) code. So the question arises, after many years of developing our notions of what is right and wrong, why do people still cheat and commit acts of dishonesty? Many times there are results that the come from the bad action committed, that are seen as a reward for that person. But what if the action can cause a reward for not only that person, but for others also, will that person be more inclined to …show more content…
Some of these studies have produced support of the economic theory which is when people weigh the cost and benefits of a situation and choice, which makes sense as most everyone values their sense of morality and being able to maintain it. According to Mazar, Amir, and Ariely (2008), people who believe themselves to be very honest, will try and make sure that their status is maintained in a positive way, while still being able to commit small amounts of dishonesty. For them, the cost of losing their positive moral view, is higher than being involved in a lot of dishonesty. These researchers looked at both internal and external rewards and how they affect self-concept maintenance. Through their six experiments conducted, it was constant that when a person was able to cheat, they did, but in smaller amounts per person in each experiment. These experiments helped to show support for their theory, that when a cost and benefit analysis is done, people will be dishonest to a point that they feel doesn’t cross their moral code …show more content…
The study was set up by taking the in-class students and splitting them into three randomly assigned groups by randomly assigning them numbers (1-the amount in the class) and then organizing them in order, and the first third were a part of the first group, second third part of the second group, and thus the remaining third in the third group. Then the first group remained while the others left the room. The first group was assigned no reward and were just told to find a familiar and relaxed environment and in 5 minutes complete as many matrices as they can and then submit the score online. The second group was assigned the reward that benefits the self, and was told the same except that that their number solved correctly would be equivalent to the notes able to be used on the final for themselves. The third group was told the same first conditions but that their reward for the average number of correct matrices the class solves, would be the amount of chapter notes allowed for use on the exam. All three groups were told the purpose of this study was to see how fast one can think in a familiar and relaxed environment. The study conducted thus allows us to see how people will do on the matrices when not observed and able to cheat, in order to reap certain benefits. Based on past findings and studies, we hypothesize that people