Abstract：
This study investigated the relationship between parental reports of children\'s behavioral problems and their cheating behaviors on simulated academic tests, addressing a significant gap in understanding early childhood academic cheating and its potential links to broader behavioral issues. We hypothesized that children\'s early problem behaviors would be predictive of their academic cheating. To test these hypotheses, children aged 4 to 12 years took part in six unmonitored academic tests that measured their cheating behaviors while their parents completed the Child Behavior Checklist and the Strengths and Difficulties Questionnaire elsewhere. Separate hierarchical linear regressions revealed that children\'s problem behaviors, as reported by parents, overall significantly predict children\'s cheating behaviors even after accounting for demographic variables such as age, gender, ethnicity, and parental religiosity. Specifically, the Conduct Problems subscale of the Strengths and Difficulties Questionnaire showed a significant and unique association with children\'s cheating behaviors above and beyond the common contributions of all predictors. However, the Child Behavior Checklist scores and the scores on the other Strengths and Difficulties subscales were not significantly or uniquely related to cheating. These findings offer new insight into simulated childhood academic cheating and its relation to problem behaviors observed by parents.
摘要：
这项研究调查了父母对儿童行为问题的报告与他们在模拟学术测试中的作弊行为之间的关系。解决在理解幼儿学术作弊及其与更广泛的行为问题的潜在联系方面的重大差距。我们假设儿童的早期问题行为可以预测他们的学术作弊行为。为了测试这些假设，4至12岁的儿童参加了六项不受监控的学术测试，这些测试测量了他们的作弊行为，而他们的父母在其他地方完成了《儿童行为清单》和《优势和困难问卷》。单独的分层线性回归表明，儿童的问题行为，据家长报告，总体上显著预测儿童的作弊行为，即使考虑了人口统计学变量，如年龄，性别,种族,和父母的宗教信仰。具体来说,优势和困难问卷的行为问题子量表显示出与儿童作弊行为的显著和独特的关联，超出了所有预测因素的共同贡献。然而,儿童行为检查表评分和其他优势和困难分量表评分与作弊没有显著或唯一相关.这些发现为模拟儿童学术作弊及其与父母观察到的问题行为的关系提供了新的见解。
