Eric M. Anderman

Chair and Professor at The Ohio State University

281 W. Lane Ave, Columbus, Ohio, United States
The Ohio State University
HQ Phone:
(614) 292-2631
Wrong Eric Anderman?

Last Updated 8/1/2017

General Information

Employment History

Chair and Professor  - The Ohio State University Research Foundation

Associate Editor  - Journal of Educational Psychology

Faculty  - University of Kentucky


Ph.D.  - 


Member  - Adoption Connections

Member  - ACO

Co-Editor of the Book Psychology  - Academic Cheating

Web References  

Contact Us - Adoption Connections of Oregon

Eric Anderman
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Learning Tips Archives - Page 3 of 4 - Tutor Doctor of Tuscaloosa

According to Eric Anderman, Professor of Educational Psychology at The Ohio State University and co-editor of the book Psychology of Academic Cheating, the trick is to diminish the motivations that drive cheating in the first place.
"Kids cheat when they become stressed," explains Anderman, who says that as the pressure to get good grades and high test scores increases, so does the incidence of cheating. Anderman says that although children who cheat in school do not fit any defined profile, they're usually students "who are much more focused on getting good grades and extrinsically motivated rather than intrinsically motivated by a desire to learn." That means that the more pressure students feel, the more likely they are to resort to cheating. And although pen-and-paper notes and other familiar methods are still very much in use, cell phones and PDAs have opened up new opportunities for students gunning for top grades. "Obviously with more technology there are more methods kids use to cheat," says Anderman.

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How disliked classes affect college student cheating | EurekAlert! Science News

The factor that best predicted whether a student would cheat in a disliked class was a personality trait: a high need for sensation, said Eric Anderman, co-author of the study and professor of educational psychology at The Ohio State University.
People with a high need for sensation are risk-takers, Anderman said. "If you enjoy taking risks, and you don't like the class, you may think 'why not cheat.' You don't feel you have as much to lose," he said. Anderman conducted the study with Sungjun Won, a graduate student in educational psychology at Ohio State. It appears online in the journal Ethics & Behavior and will be published in a future print edition. The study is the first to look at how academic misconduct might differ in classes that students particularly dislike. "You could understand why students might be less motivated in classes they don't like and that could affect whether they were willing to cheat," Anderman said. The most interesting finding was that an emphasis on mastery or on test scores did not predict cheating in disliked classes, Anderman said. In 20 years of research on cheating, Anderman said he and his colleagues have consistently found that students cheated less - and believed cheating was less acceptable - in classes where the goals were intrinsic: learning and mastering the content. They were more likely to cheat in classes where they felt the emphasis was on extrinsic goals, such as successful test-taking and getting good grades. This study was different, Anderman said. But Anderman noted that this study reinforced results from earlier studies that refute many of the common beliefs about student cheating. "All of the things that people think are linked to cheating don't really matter," he said. "We examined gender, age, the size of classes, whether it was a required class, whether it was graded on a curve - and none of those were related to cheating once you took into account the need for sensation in this study," he said. "And in other studies, the classroom goals were also important." The good news is that the factors that cause cheating are controllable in some measure, Anderman said. Classes can be designed to emphasize mastery and interventions could be developed to help risk-taking students. "We can find ways to help minimize cheating," he said. ### Contact: Eric Anderman, 614-688-5721; Eric Anderman 614-688-5721

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