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Psychological and Gender Differences in a Simulated Cheating Coercion Situation at School

Author

Listed:
  • Marina Begoña Martínez-González

    (Department of Social Science, Universidad de la Costa, Barranquilla 080001, Colombia)

  • Claudia Patricia Arenas-Rivera

    (Department of Social Science, Universidad de la Costa, Barranquilla 080001, Colombia)

  • Aura Alicia Cardozo-Rusinque

    (Department of Social Science, Universidad de la Costa, Barranquilla 080001, Colombia)

  • Aldair Ricardo Morales-Cuadro

    (Department of Social Science, Universidad de la Costa, Barranquilla 080001, Colombia)

  • Mónica Acuña-Rodríguez

    (Department of Social Science, Universidad de la Costa, Barranquilla 080001, Colombia)

  • Yamile Turizo-Palencia

    (Department of Social Science, Universidad de la Costa, Barranquilla 080001, Colombia)

  • Vicente Javier Clemente-Suárez

    (Faculty of Sport Sciences, Universidad Europea de Madrid, 28670 Villaviciosa de Odón, Spain
    Grupo de Investigación en Cultura, Educación y Sociedad, Universidad de la Costa, Barranquilla 080001, Colombia)

Abstract

This study aimed to analyze gender, anxiety, and psychological inflexibility differences of high school students’ behaviors in a simulated situation of peer coercion into academic cheating. Method: A total of 1147 volunteer adolescents participated, (Men: N = 479; Mage = 16.3; Women: N = 668; Mage = 16.2). The participants saw 15 s animated online video presenting peer coercion into an academic cheating situation, including a questionnaire about their reactions to face the situation. They also answered the State–Trait Anxiety Inventory for children and adolescents and the Avoidance and Fusion Questionnaire for Youth (AFQ-Y). Gender was associated with the behaviors facing the situation. Higher state anxiety and inflexibility were present in those participants that avoided aggressive behaviors facing the situation; on the other hand, trait anxiety was present in those who reacted aggressively. Finally, higher anxiety and inflexibility were associated with the used moral disengagement mechanisms, but also with peers’ perception as sanctioning or being against the participants’ decision. The most aggressive students were more flexible and less stressed than those who tried to solve assertively. Expectations about peers seem to be relevant to the decision-making facing moral dilemmas and peer victimization.

Suggested Citation

  • Marina Begoña Martínez-González & Claudia Patricia Arenas-Rivera & Aura Alicia Cardozo-Rusinque & Aldair Ricardo Morales-Cuadro & Mónica Acuña-Rodríguez & Yamile Turizo-Palencia & Vicente Javier Cleme, 2021. "Psychological and Gender Differences in a Simulated Cheating Coercion Situation at School," Social Sciences, MDPI, vol. 10(7), pages 1-13, July.
    • Handle: RePEc:gam:jscscx:v:10:y:2021:i:7:p:265-:d:591538
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    References listed on IDEAS

    as
    1. Marcelo de C. Griebeler, 2019. "“But everybody’s doing it!”: a model of peer effects on student cheating," Theory and Decision, Springer, vol. 86(2), pages 259-281, March.
    2. Saar Bossuyt & Patrick Kenhove, 2018. "Assertiveness Bias in Gender Ethics Research: Why Women Deserve the Benefit of the Doubt," Journal of Business Ethics, Springer, vol. 150(3), pages 727-739, July.
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    Cited by:

    1. Ana Ramírez-Adrados & Valentín E. Fernández-Elías & Silvia Fernández-Martínez & Beatriz Martínez-Pascual & Cristina Gonzalez-de-Ramos & Vicente Javier Clemente-Suárez, 2022. "The Effect of Studying a Double Degree in the Psychophysiological Stress Response in the Bachelor’s Thesis Defense," IJERPH, MDPI, vol. 19(3), pages 1-11, January.
    2. Alvaro Bustamante-Sanchez & Bella Esperanza Villegas-Mora & Ismael Martínez-Guardado & Jose Francisco Tornero-Aguilera & Luca Paolo Ardigò & Hadi Nobari & Vicente Javier Clemente-Suárez, 2022. "Physical Activity and Nutritional Pattern Related to Maturation and Development," Sustainability, MDPI, vol. 14(24), pages 1-22, December.
    3. Andrés Concha-Salgado & Angélica Ramírez & Beatriz Pérez & Ricardo Pérez-Luco & Eduardo García-Cueto, 2022. "Moral Disengagement as a Self-Regulatory Cognitive Process of Transgressions: Psychometric Evidence of the Bandura Scale in Chilean Adolescents," IJERPH, MDPI, vol. 19(19), pages 1-25, September.

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