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. 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. (shrink)

When teaching a novel mathematical concept, should we present learners with abstract or concrete examples? In this experiment, we conduct a critical replication and extension of a well‐known study that argued for the general advantage of abstract examples (Kaminski, Sloutsky, & Heckler, 2008a). We demonstrate that theoretically motivated yet minor modifications of the learning design put this argument in question. A key finding from this study is that participants who trained with improved concrete examples performed as well as, or better (...) than, participants who trained with abstract examples. We argue that the previously reported “advantage of abstract examples” manifested not because abstract examples are advantageous in general, but because the concrete condition employed suboptimal examples. (shrink)