This article presents results from a self-report survey of misconduct behaviours and the stress students (n = 916) experienced at one Canadian community college. Results showed that students engaged in a variety of contract cheating behaviours, and experienced a myriad of stressors both in and outside the college context, including traumatic life events. Those who engaged in commercial contract cheating and inappropriate sharing behaviours experienced significantly higher levels of stress. This result differed by type of stress suggesting that not all stress may lead to violation behaviour. Results also suggest that some students are exposed to more stress than others, which could put them at higher risk for engaging in contract cheating. Understanding contract cheating using the stress process framework draws our attention to how a student’s location in the social institutions of work, family, and school, how their positions of advantage or disadvantage, and their involvement in social relationships may produce stress which we have found to be associated with contract cheating. Seeing stress in this way allows post-secondary institutions to address the structural conditions which lead to stress through the development of policy, procedure, and supports for students as they navigate academic integrity throughout their programs.

 本文介绍了对加拿大一所社区学院的学生 ( n = 916)的不当行为和压力的自我报告调查结果。结果显示，学生们有各种各样的合同欺诈行为，并在大学内外经历了无数的压力，包括创伤性的生活事件。那些从事商业合同欺诈和不当分享行为的人承受的压力明显更高。这一结果因压力类型而异，表明并非所有压力都可能导致违规行为。结果还表明，一些学生比其他学生承受更大的压力，这可能使他们面临更高的合同欺诈风险。使用压力过程框架来理解合同作弊，使我们注意到学生在工作、家庭和学校等社会机构中的位置，他们的优势或劣势地位以及他们对社会关系的参与如何可能产生压力，我们发现这些压力可能会产生压力。是否与合同欺诈有关。以这种方式看待压力，可以让高等教育机构通过制定政策、程序和支持学生来解决导致压力的结构性条件，让学生在整个课程中保持学术诚信。