Extradyadic romantic behavior in committed relationships, referred to here as "cheating," is a common occurrence. For the purposes of this study, we define cheating as romantic or sexual behaviors that occur outside of a committed romantic relationship and that violate the expectations of the relationship. This definition can be broken down into two parts: the behavior that occurred and the judgment of whether that behavior constitutes cheating. Using a large sample (N = 1,020), we tested a measure that conceptualized cheating as composing explicit behaviors, categorical judgment of behaviors, and dimensional judgment of behaviors. Fit statistics were mixed and we included suggested modifications. Biological sex was a significant modifier for each factor, with men endorsing significantly more explicit behaviors and women rating more behaviors as cheating and more serious. We found no significant differences in explicit behaviors or categorical judgments based on age, but older generations rated behaviors as more serious. Having experienced cheating in a relationship (as transgressor and/or victim) resulted in rating more behaviors as cheating than those who had no experience with cheating. With modifications, our measure is promising in assisting with the understanding of cheating and expectations in relationships.

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The diploma thesis is focused on the research of school cheating in pupils of the second level of elementary schools. Based on a self-reporting questionnaire survey, the aim of the thesis is to find out what motivates the pupils to cheat and what attitude they take to possibly punish detected fraud. Another goal is to find out the frequency of individual types of school cheating, the influence of gender and the learning benefit of school cheating. It has been found that pupils are relatively often used in cheating on the internet at the primary school. Also, there was greater tolerance for cheating when pupils do not attach the importance of punishment for an exposed fraud, rather they would not punish their exposed classmates. Key words: dishonest behavior, unusual cheating, electronic cheating, elementary school pupils, motivation to cheat

The aim of this work is to investigate, which behaviour at school is perceived by early adolescents (age average 14-16 years) as cheating, whether it is possible to classify this behaviour into specific types (factors) and whether these can be linked with individual student variables (sex, GPA, number of missed classes, student goal orientation, worry, self-efficacy, and achievement value), as well as with the contextual variables (parents goal orientation, teachers goal orientation, satisfaction with the school, neutralization, peer cheating behaviour, and cheating punishment). The obtained data were statistically evaluated (N = 401). Using exploratory factor analysis based on students self-reporting the frequency of the behaviour classified as cheating, two types of dishonest behaviour were extracted: cheating (copying, hinting) and falsification (forgery of signatures, absences). Two student factors, school approach (motivation) and to school avoidance (amotivation) orientation, and two context factors, teachers and parents goal orientation, were extracted as predictors of cheating. Results showed that neither parents nor cheating punishment had significant influence on cheating and falsification. The structural model confirmed that a positive relationship with teachers goal orientation and GPA had the highest influence on falsification. Student avoidance to school, student approach to school, and teachers goal orientation had the highest influence on cheating. Cheating and falsification were well correlated. The values of regression coefficients remained similar after removing the parent factor from the model. The structural equation model explaining the relationship of latent endogenous cheating and falsification variables with the three latent exogenous variables (avoidance to school, approach to school and teachers goal orientation) and the three manifest variables (sex, GPA and peer cheating behaviour), fitted the data well. The model explained 42% of cheating variance and 39% of falsification variance

This study explored the relationship between cheating among university students and their cognitive developmental levels, use of neutralization techniques, self-concept as a multifaceted cognitive construct, and attitude toward cheating. The purposes of this study were to investigate: (1) The relationships between academic dishonesty and each of the following overall independent variables: cognitive development, use of neutralization techniques, self-concept as a multifaceted cognitive construct, and attitude toward cheating, and (2) the reasons behind college student academic cheating behaviors. The study used data from anonymous, self-report surveys administered to undergraduate students in-class and at supplemental sessions. Student participation was voluntary. The study was correlational. The five hypotheses were: (1) Self-concept is significantly and negatively related to academic dishonesty; (2) Cognitive development is significantly and negatively related to academic dishonesty; (3) Attitude toward cheating is significantly and negatively related to academic dishonesty; (4) The use of neutralization techniques is significantly and positively related to academic dishonesty; (5) Cognitive development, self-concept, and attitude toward cheating will make significant contributions to the regression model for the dependent variables of academic dishonesty. The data supported the first, third, and fourth hypotheses. However, the second and fifth hypotheses were supported under certain conditions. The roles of cognitive development and self-concept in academic dishonesty represent major findings.

Doctor of Philosophy / Department of Counseling and Educational Psychology / Doris J. Carroll / This study investigated the differences in own behavior and perception of peer behavior among undergraduates among gender, age, race/ethnicity and major. The participants were part of a census of undergraduate students at a Midwestern land grant university. There were 2,759 useable responses to a survey using McCabe’s Academic Integrity Scale. The findings found significant differences between age and gender comparisons. Younger women reported the most behavior in academic dishonesty, and older women reported the lowest behavior in academic dishonesty. The race/ethnicity and major comparisons yielded no differences. Finally, the findings suggest the need for further systematic research on academic dishonesty.

In this thesis I provide statistical evidence documenting rigging of football matches in German long-term championship Bundesliga. For the purpose I use 8326 matches played in top three German long-term competitions through years 1995 -- 2012. The championship is based on a point collection in a standings table divided by strict success margins, e.g. title or relegation. The margins lead to a non-linear incentive structure in which one point is worth more for teams close to the margin. Uncertainty about the final outcome, however, postpones the equilibrating effect to the last rounds of a season. I find evidence of increased point earnings as a reaction on relegation margin closeness at the end of a season. Increased effort of the marginal teams cannot explain the findings as players exert no better performance in the incentive situation. In the same time, their opponents with long margin distance decrease their performance. In addition to that I provide evidence on cheating cooperation proxied by variance of players' performance. The variance does not react on the incentive situation suggesting that teammates behave unitedly. Performance of referees seems to exert stable performance with no reaction on teams' incentives. Overall, the results show strong evidence of systemic point trading in German Bundesliga.

Glitch is becoming an important topic both in popular culture and academia. In 2012, Disney cast a glitch as a major character in its movie homage to arcade video games Wreck-It Ralph. More and more studies about glitch are emerging across various disciplines, from media studies to aesthetics. So far, researchers were focusing mostly on theoretical and technological aspects of the glitch. This Master's thesis aims to analyze the "everyday" glitch and the roles it plays in the video game culture, conducting a qualitative content analysis of online discussion forums of three recent hit video games: The Elder Scrolls V: Skyrim, Mass Effect 3 and Star Wars: The Old Republic. The first part of the thesis reviews the literature connected to the glitch and explains its connection to similar scientific concepts: error, noise and emergence. It also introduces different aspects and roles of the glitch, ranging from cheating and metagaming to humor and aberrant use. The second part consists of the analysis of online discussion forums concerning the player definition of the glitch, the process of finding and sharing the glitch and about the main aspects of the glitch from the viewpoint of active participants in online discussions: glitch as an error or a feature, patching the glitch, cheating, metagaming and humor. As...

No estudo da desonestidade no comportamento econômico são poucas as pesquisas que avaliaram um fator essencial para qualquer tomada de decisão: o tempo. Não há na literatura trabalhos que estudem o comportamento desonesto em uma extensão de pressão temporal maior do que a dos segundos. Assim, se faz necessário avaliar a influência do tempo sobre o comportamento desonesto nos diferentes níveis em que ele se apresenta. O objetivo do trabalho foi verificar se grupos trapaça, sob diferentes pressões temporais, relatam ter completado um número maior de matrizes do que grupos sem-trapaça sob as mesmas condições temporais, porém sem a possibilidade de trapacear na tarefa. Noventa e dois participantes universitários foram separados em grupos sem-trapaça e trapaça. Na Tarefa das Matrizes, os participantes dos grupos sem-trapaça, que não poderiam agir de forma desonesta, receberam uma folha de testes e uma folha de resposta. A folha de testes continha 20 matrizes, cada uma com 12 números decimais. Os participantes tiveram 2,5; 5; ou 10 minutos, dependendo do grupo alocado, para encontrar dois números, por matriz, que adicionados, resultavam em dez. Neste experimento, pagou-se um real para cada matriz que o participante afirmava ter resolvido. Ao fim do tempo, os participantes contaram o número de matrizes que resolveram, o escreveram na folha de resposta, e levaram as folhas ao experimentador, que verificou os números e os pagou. Os participantes do grupo trapaça, que poderiam agir de forma desonesta, realizaram a mesma tarefa. Porém, ao fim do tempo, eles contaram o número de matrizes que resolveram, rasgaram a folha de testes e a descartaram. Depois disso, retornaram às suas cadeiras e escreveram o número de matrizes resolvidas na folha de resposta. Eles então deram a folha de respostas ao experimentador, que os pagou sem verificação. O número de matrizes relatadas como resolvidas foi apresentado pelas médias por minuto sobre o total da duração da tarefa para cada grupo. Os participantes dos grupos trapaça, considerando todas as pressões temporais, relataram ter resolvido mais matrizes do que os participantes dos grupos sem-trapaça (M =1.45, DP = 0.82 vs. M = 1.13, DP = 0.66, F(1;86) = 5.20, p = 0.03). Os participantes do grupo-trapaça, afirmaram ter resolvido mais matrizes, considerando as médias por minuto, que os participantes do grupo-sem-trapaça, ambos sob a pressão temporal de 5 minutos (M = 1.43, DP = 0.78 vs. M = 0.80, DP = 0.43, F(1;28) = 7.42, p = 0.01). Os resultados encontrados corroboram com a literatura que avaliou a trapaça, utilizando a Tarefa das Matrizes sob a pressão temporal de 5 minutos, demonstrando que os participantes agem de forma desonesta quando têm a oportunidade de fazê-lo. No entanto, verificou-se que o mesmo não acontece sob as pressões temporais de 2,5 e 10 minutos, indicando que a pressão temporal modula o comportamento desonesto dos indivíduos de formas diferentes, dependendo a extensão da pressão temporal avaliada / In the study of dishonesty in behavioral economics few studies have evaluated an essential factor for any decision making: time. There are no papers in the literature that study dishonest behavior on a temporal pressure extension greater than that of seconds. Thus, it is necessary to evaluate the influence of time on dishonest behavior in the different levels in which it presents itself. The objective of the study was to verify if \"cheating groups\", under different temporal pressures, report having completed a larger number of matrices than \"non-cheating groups\" under the same temporal conditions, but without the possibility of cheating in the task. Ninety-two university participants were separated into groups without cheating and cheating groups. In the Matrix Task, participants in the no-cheating groups, who could not act dishonestly, received a test sheet and an answer sheet. The test sheet contained 20 matrices, each with 12 decimal numbers. The participants had 2.5; 5; or 10 minutes, depending on the group allocated, to find two numbers, per array, which added up resulted in ten. In this experiment, one real was paid for each matrix that the participant claimed to have solved. At the end of the time, the participants counted the number of matrices that they solved, wrote it on the answer sheet and took the sheets to the experimenter, who checked the numbers and paid them. The participants in the cheating group, who could act dishonestly, performed the same task. However, at the end of time, they counted the number of matrices they solved, ripped the test sheet and discarded it. After that, they returned to their seats and wrote down the number of matrices resolved on the answer sheet. They then gave the answer sheet to the experimenter, who paid them without verification. The number of matrices reported as resolved was presented by means per minute over the total duration of the task for each group. The participants of the cheating groups, considering all the temporal pressures, reported to have solved more matrices than the participants of the non-cheating groups (M = 1.45, SD = 0.82 vs. M = 1.13, SD = 0.66, F (1.86) = 5.20, p = 0.03). The participants in the cheating group stated that they had solved more matrices, considering the means per minute, than the participants in the no-cheating group, both under the 5-minute pressure (M = 1.43, SD = 0.78 vs. M = 0.80 , SD = 0.43, F (1.28) = 7.42, p = 0.01). The results corroborate the literature that evaluated cheating using the Matrix Task under the 5-minute time pressure, demonstrating that participants act dishonestly when they have the opportunity to do so. However, it was found that it does not happen under the time pressures of 2.5 and 10 minutes, indicating that the temporal pressure modulates the dishonest behavior of the individuals in different ways, depending on the extent of the time pressure evaluated