Cognitive Dissonance in Higher Education: Inflating Grades and Not Feeling Guilty

Authors

  • Ahmad Hassan Morehead State University
  • Fatma Mohamed Morehead State University
  • Jonathan Nelson Morehead State University

DOI:

https://doi.org/10.33423/jhetp.v20i16.3992

Keywords:

higher education, cognitive dissonance, grade inflation

Abstract

Although there has been growing interest in recent years in investigating the phenomena of grade inflation in higher education, little has focused on the actual psychological processes through which professors may engage in inflating grades without feeling guilty or perceiving this behavior as problematic. Social psychology has focused on the apparent inconsistency between stated attitudes and actual behavior; specifically, cognitive dissonance theory provides insights into why people may behave immorally. By outlining the role of cognitive dissonance in the grade inflation process we provide greater understanding as to how professors cope with the negative psychological arousal associated with grade inflation.

Downloads

Published

2020-12-30

How to Cite

Hassan, A., Mohamed, F., & Nelson, J. (2020). Cognitive Dissonance in Higher Education: Inflating Grades and Not Feeling Guilty. Journal of Higher Education Theory and Practice, 20(16). https://doi.org/10.33423/jhetp.v20i16.3992

Issue

Section

Articles