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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Cognitive Dissonance in Higher Education: Inflating Grades and Not Feeling Guilty
Author(s): Ahmad Hassan, Fatma Mohamed, Jonathan Nelson
Citation: Ahmad Hassan, Fatma Mohamed, Jonathan Nelson, (2020) "Cognitive Dissonance in Higher Education: Inflating Grades and Not Feeling Guilty," Journal of Higher Education Theory and Practice, Vol. 20, ss. 16, pp. 74-89
Article Type: Research paper
Publisher: North American Business Press
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.
