- Defraud Intelligent

This is a non-profit making website that introduces unlimited ways for you to easily get your academic grades to the max. This site is specially designed for students like you and me, who hates spending endless hours studying useless subjects but still wishes to get a pass or two. People, you have come to the right place.
SERIOUSLY... WE ARE HERE TO HELP

Although the majority of students are honest and are attending university to get a good education which will help them in the future, there are still some dishonest students. There are many factors that lead to academic dishonesty. Below I have identified both supportive norms and individual factors that may lead an individual to cheat or plagiarize.

Supportive norms

There is a lot of pressure to get good grades to get into graduate/professional school because many students perceive their undergraduate degree to be useless or insufficient (McCabe & Trevino, 2002; Davis, Grover, Becker, and McGregor, 1992)
There has been an increase in the social acceptance of cheating. Students believe that everyone cheats or they are encouraged to cheat by their friends and to �help each other� during an exam (Alschuler & Blimling, 1995; Davis et al., 1992)
Students are aware of the prevalence of cheating and feel the need to cheat to keep up with students who are getting better averages because of it. As McCabe & Trevino (2002) phrase it, �In today�s highly competitive environment, otherwise honest students can persuade themselves that they must cheat to keep the playing field level�
As Harris (2002) phrases it, �students are natural economisers�. They are more likely to cheat when an advantageous opportunity exists and the professor does not take any preventative measures such as changing exams and assignments each semester (Alschuler & Bliming, 1995; Davis et al., 1992)
Students who witness professors failing to pay attention or penalise obvious cheating decide that cheating is okay with the professor/university which reinforces and encourages dishonest behaviour (Alschuler & Bliming, 1995; Davis et al., 1992; Levine, 2001)

Individual Factors

Lack of confidence in one's writing abilities (Alschuler & Bliming, 1995; Harris, 2002)
Poor time management and organisational skills and a tendency to underestimate how much time it will take to complete an assignment (Harris, 2002)
Poor work ethics, low stage of moral development (Davis et al., 1992)
Sees cheating through university as a �game�; such students enjoy pushing the limits (Harris, 2002)
Increased likelihood of cheating in a course one sees as low priority, especially if one cannot see the practical applications of the material (Alschuler & Bliming, 1995; Harris, 2002)
Cannot handle the work load (Alschuler & Bliming, 1995)