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The experimental setting was a computer assisted mock exam in an introductory course on psychology conducted at a university.
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Basis of the study was a field experiment. In this paper, we compare the performance of 18 indicators of cheating on e-exams in higher education. The findings indicate that schools with resource shortages, greater levels of economic disadvantage, and those with larger national average grade sizes experience higher levels of problematic cheating. Additionally, we identify which socioeconomic and demographic characteristics of nation-states are most related to perceptions of problematic academic cheating as reported by school principals. The study employs multilevel linear analysis to evaluate whether indicators of economic disadvantage, educational achievement, and educational inequalities influence the level of problematic cheating reported by school principals cross-nationally. The present study examines the relationships between structural measures of strain and principals’ reports of problematic cheating in schools across 35 nations, derived from the 2007 Trends in International Math and Science Studies (TIMSS) survey. However, there is a dearth of prior research on cheating in cross-national contexts. An increasing problem of great concern for academic institutions around the world is the pervasiveness of academic cheating among students.