Students display resistance, including academic dishonesty, at all educational levels. In the present study, we qualitatively examined the extent and incidence of academic misbehaviors by 101 US college students (M_age = 22.98 years, SD = 6.70). Using a combination of self-reported closed- and open-ended questions, we developed a multi-faceted understanding of how students perceived their own classroom misbehaviors to avoid work as being original, clever, deceptive, and unethical. Questions pertaining to possible prevention, impact on grade, and repetition of the misbehavior were also included. Further, environmental contributors of such behavior were explored, inclusive of the teacher, curriculum, larger school/institutional reasons, peers, and out-of-school issues. Thematic analyses identified distinct themes related to each factor, with poor time management emerging as a salient antecedent across factors. The present study also reviews and provides strategies to improve time management among students to mitigate future instances of academic misbehavior.

在所有教育水平上，学生都表现出抵抗力，包括学术上的不诚实。在本研究中，我们定性地研究了101名美国大学生（M_年龄 = 22.98岁，SD = 6.70）。通过结合自我报告的封闭式和开放式问题，我们对学生如何感知自己的课堂行为进行了多方面的理解，从而避免了工作具有原创性，机智性，欺骗性和不道德性。还包括与可能的预防，对成绩的影响以及重复不良行为有关的问题。此外，还探讨了这种行为的环境贡献者，包括教师，课程，较大的学校/机构原因，同龄人和校外问题。专题分析确定了与每个因素有关的不同主题，不良的时间管理成为跨因素的重要先行因素。本研究还审查并提供了策略，以改善学生之间的时间管理，以减轻将来出现的学术不端行为。