We can often make two judgments about things, one is qualitative judgment, that is, nature; One is the judgment of quantity, that is, degree. To answer these two questions, we need to use qualitative research and quantitative research methods. The qualitative judgment of college students' lack of honesty has a long history. Enter the keyword "College Students' Honesty" in China Academic Journal Network, and the search period is 1997~2006. "Dialysis of Contemporary College Students' Credit Crisis" [1] The first article. However, it is still an unsolved problem to quantitatively judge the lack of honesty of college students in China. Although some scholars have done quantitative research for a long time, there are some problems, such as too few samples (between 0 and 200 students), too narrow coverage (taking only one school as an example), and serious lack of representation (without considering the differences in regions, school levels, grades and majors). "Opinions of the Central Committee of the Communist Party of China and the State Council on Further Strengthening and Improving the Ideological and Political Education of College Students" qualitatively and quantitatively judges the lack of honesty of college students: "Some college students have a weak sense of honesty to varying degrees" [2]. In this judgment, "yes" is still a vague number. So, in fact, we don't know the degree of college students' lack of integrity.
There are not only qualitative research but also quantitative research on college students' lack of honesty abroad. From 1999 to 2000, it was found that about 40% students in Duke University directly quoted other people's sentences or tampered with experimental (research) data without comment [3]. In 2002, 50,000 college students from more than 60 campuses in the United States participated in the survey of the American Academic Center (CAI), and 70% of the students admitted cheating. Nearly 65,438+0/4 students have cheated seriously in the past exams, and half of them have cheated seriously once or more in written homework [4]. Since this study, American education has taken active measures, which not only curbed students' dishonest behavior, but also laid the foundation for the healthy development of American education.
The research significance of this paper lies in finding out the performance, degree and reasons of college students' lack of honesty in China.
Second, the performance and degree of college students' lack of honesty.
To solve the above problems, we need to design an investigation scheme first. Choose a local college, a polytechnic college and a normal college. Considering the differences of regions, school levels, grades and majors. In hunan university of science and engineering, * * * selected 24 classes 100 students from 246 classes 1625 students, selected 13 departments from the whole school, and selected 125 students from four grades for investigation. The sampling object conforms to the characteristics of the original group and is the epitome of the original group. In South China University of Technology, the three majors randomly selected are automobile manufacturing, automation and international economy and trade, and 120 samples were randomly selected from the randomly selected majors. In Huazhong Normal University, the three majors randomly selected are foreign language major, information engineering major and law major, and 120 samples are randomly selected from the randomly selected majors.
Organize a training investigation team to conduct an investigation in the sampled universities by means of centralized explanation, on-site answer and on-site recycling. In this survey, questionnaires 1000 were distributed in hunan university of science and engineering, and 957 valid questionnaires were recovered. South China University of Technology distributed 120 questionnaires and recovered 100 valid questionnaires; Huazhong Normal University issued 20 copies of the questionnaire10, and recovered the valid questionnaire 1 10. This survey * * * sampled 1 0,240 samples, distributed 1 0,240 questionnaires, and recovered 1 0,654,38+0,67 valid questionnaires.
Dishonesty in study. This survey * * * designed five sub-items. The survey results show that 399 people cheated in the exam, 6 12 people copied other people's homework or papers, 146 people asked others to write their homework or papers on their behalf, 37 people took the form of inviting them to eat or giving gifts to get the desired scores from their teachers, and 177 people had other dishonest words and deeds in their studies. In the performance of college students' dishonesty, academic dishonesty ranks first. Except for 177 people's other dishonest words and deeds, it can be said that the rest are serious dishonest behaviors, totaling 1 194 person-times, accounting for 102.3% of the total number of people surveyed.
Dishonesty in life. This survey * * * designed 7 sub-items. The survey results show that 274 people have been dishonest to their friends, 70 people have cheated others' feelings in love, 2 1 people ask others for money and goods in the name of love, 31kloc-0/people have been irresponsible to love and others, 55 people have deliberately provided false and wrong family contact information to the school, and 39900. In the performance of college students' dishonesty, life dishonesty ranks second. Except for 18 1 person's other dishonest words and deeds, it can be said that the rest are serious dishonest behaviors, with a total of 928 person-times, accounting for 79.52% of the total number of people surveyed.
Economic fraud. The sub-item 12 is designed in this survey item. The survey results show that 46 people have the money to pay fees but deliberately default on their tuition fees; 39 people have provided false difficulties and information to the school; 69 people borrowed money and didn't want to pay it back or haven't paid it back yet; 27 people have been credited but want to default or default; 28 people have defrauded others of money; 39 people have stolen money from others; 20 people deliberately provide false information when lending; Some 17 people did not sign the repayment confirmation letter with the bank when they were preparing for graduation, so they had to sign it again as a last resort; 12 people are prepared to intentionally provide false contact information when signing the repayment confirmation letter with the bank as a last resort; There are 20 people who are not prepared to take the initiative to repay after graduation. If you can put it off, don't pay it back, if you have to. 138 people lied about asking their parents for money "tuition"; There are 246 people who have other dishonest words and deeds. Among the manifestations of college students' dishonesty, economic dishonesty ranks third. Except for other dishonest words and deeds of 246 people, it can be said that the rest are serious dishonest behaviors, accounting for 455 people, accounting for 38.98% of the total number of people surveyed.
Employment is dishonest. This survey project * * * has three sub-projects. The survey results show that 163 people said that they would provide false information such as grades and honors if they needed employment; Some people 18 1 said that if they encounter better employment opportunities after signing a contract with an employer, their previous contracts will be destroyed; 202 people admitted that they would do other dishonest things in order to get a job. In college students' dishonest words and deeds, employment dishonesty ranks fourth. Except for 202 people's other words and deeds of dishonesty, it can be said that the rest are serious acts of dishonesty, accounting for 344 people, accounting for 29.47% of the total number of people surveyed.
Third, the reasons for the lack of integrity of college students
There are many reasons for college students' lack of honesty. The survey shows that 66.75% of college students think that social factors are the first factor, 44.99% of college students think that school factors are the second factor, and 34.79% of college students think that family interpersonal factors are the third factor. This paper mainly discusses it from the micro perspective of schools and students.
As far as school education and management factors are concerned, the most direct external reasons for college students' dishonesty in learning are as follows: First, in the compulsory education stage, there is no record of dishonesty in learning and they are not punished. The lack of heteronomy leads to the weakening of self-discipline. Second, in the high school education stage, some teachers, schools and parents participate in the vicious competition of cheating, which encourages students' bad habits of dishonesty. In order to get a higher admission rate of college entrance examination, some middle schools not only do not record students' dishonest words and deeds in high schools, but also do not upload them to universities, and even directly help students cheat or provide conditions for them to cheat. In the high school education stage, cheating, the bad habit of cheating, which has been viciously encouraged, has been expanding and brought directly to the university. Third, during the university period, colleges and universities often treat students who are not honest in their studies with a soft attitude, ineffective measures, and hard feelings to refuse, covering up their "domestic scandals" and "feelings." When punishing students who are dishonest in their studies, people often say, "Forget it, let him go, it's not easy to get into college!" " What's more, he said "people-oriented!" On the one hand, this is a misinterpretation of "people-oriented", on the other hand, it is a connivance of those who are dishonest in learning.
From the perspective of school education management and students themselves, the reasons for dishonesty in college students' life are as follows: First, the weakening of heteronomy in highly autonomous university life. In college life, students have a high degree of autonomy. What kind of friends they make and whether they are in love are almost completely independent. This highly autonomous lifestyle has both institutional reasons and students' urgent requirements. From a systematic point of view, the student management system in colleges and universities is very difficult, and rarely goes deep into all aspects and details of students' lives. At the same time, if the student management system in colleges and universities goes deep into all aspects and details of students' lives, it is not conducive to cultivating students' ability to live independently. Judging from the urgent requirements of students, the vast majority of students hope to give priority to self-discipline, supplemented by heteronomy. Individual students even blindly and completely refused the management of heteronomy. The survey shows that 94.49% of college students think that the growth of contemporary college students mainly depends on self-discipline, and 89.83% of college students think that college students should focus on self-management and school management should be supplemented [5]. Second, the lack of self-discipline of college students. On the one hand, college students demand self-discipline, on the other hand, they have a weak sense of self-discipline and lack self-discipline ability. On the one hand, the reason for this situation is that their self-discipline ability has not been cultivated during high school; The second reason is the doting of parents; The third reason is that some people do not want to be self-disciplined but indulge themselves when they go to college. Third, it is difficult to take any hard disciplinary measures against the dishonesty in college students' lives, and there is a lack of system. For example, a college student has cheated his classmates of love many times. When the problem is not serious enough to cause adverse consequences, it is difficult for the school to take any disciplinary measures.
From the perspective of students themselves, management and education, the reasons for college students' economic dishonesty are as follows: First, the contradiction between the desire to pursue fashion and the extremely limited ability to pay. College students, whether boys or girls, are in their prime. Make friends, participate in social activities, express yourself, fall in love, etc. It will encourage them to dress themselves up and even over-package themselves. However, their ability to pay is extremely limited. Faced with this confusion, rational people will restrain or moderately restrain, satisfy or moderately satisfy the desire for fashion consumption from the actual economic ability of their families and themselves. Irrational people, on the other hand, will do their best to satisfy or even indulge the desire of fashion consumption, borrow money to spend, spend in advance or even take deception, theft and other means to satisfy the desire of consumption. According to some data, the inducement of college students' internal theft is mostly the pursuit of fashion consumption beyond their actual ability to pay, rather than life or necessity or theft addiction. Second, college students are not bound by any hard and hard credit in the economic field and lack of system. So dishonest words and deeds often appear. When dishonest behaviors such as borrowing money and defaulting on accounts do not reach a certain level, they basically belong to "private personal behavior." It is often difficult to find out if the school charges and then asks parents for money, or even if it finds out, it will not be punished by the school. Moreover, these behaviors are basically not within the school management system, and there is no clear constraint outside the school system. Dishonest behaviors such as repayment of loans and breach of contract have only been restrained and punished in the past year or two. Thirdly, during the pre-university school education and even the university education, the education of economic integrity has been blank, and college students' awareness of economic integrity has not been educated and cultivated.
From the perspective of schools, students and society, the reasons for college students' dishonesty in employment are as follows: First, they have a strong desire for employment and great employment pressure. Many college students subjectively have dishonest employment motives and desires. They want to introduce themselves, beautify themselves and find jobs as soon as possible. Therefore, when they package themselves, they exaggerate, see the big from the small, and make up appropriately to increase the "moisture". For example, a student's academic performance in college may be average, but he may write himself as "his grades are not behind" in the recommendation letter. Another example is a classmate who didn't pass CET-4 in college, but in order to find a job, he may say that he passed CET-4, made a false certificate, and so on. Second, the harsh conditions put forward by the employer. Some employers put forward very harsh recruitment conditions, and some conditions are even difficult for college students to have. For example, some employers suggest that candidates should have certain relevant work experience, which is not in line with the reality of college students. What's more, some employers also require candidates to have more than several years of relevant work experience. In this case, some college students may cheat rashly or even be forced to cheat. Third, in order to improve their employment rate, colleges and universities may or have closed the door to dishonest college students, and even helped them to take a vacation. This "liberalization" behavior of the school also encourages the dishonest behavior of college students.
We should correctly treat the seriousness of college students' lack of honesty in China. Many dishonest words and deeds of college students have affected or seriously affected the fair enjoyment of educational resources such as learning, rewards and punishments, funding, loans and employment. And lead to the psychological imbalance of some college students' honesty, and their campus harm and social harm are increasingly prominent. In particular, it is necessary to overcome the misconception that some college students' dishonesty is understood as a temporary survival skill, and the final formation of bad quality of dishonesty is also a process from quantitative change to qualitative change. Faced with the seriousness of the lack of honesty among college students in China, it is wrong to dare not admit it, so we must respect the facts; Avoidance is even more wrong and cannot solve the problem. The correct attitude is to face it, admit it and take active measures to solve it. This is the only way out.
Fourthly, the countermeasures to solve the problem of college students' honesty.
1. Establish a registration system for freshmen's integrity inspection before enrollment.
Before the country has yet to establish an effective registration system of honesty inspection throughout primary schools, middle schools and higher education and a perfect social credit system, colleges and universities can first establish a registration system of honesty inspection for students before they go to college. Make a registration form of honesty before the university, and ask the freshmen to fill it out, and make full use of the opportunity to visit the students' hometown and collect information. Although students are likely to conceal their own integrity stains, the investigation of students' native place may not be sufficient, but it will give students an obvious hint: universities attach importance to the investigation of students' integrity, even if the integrity stains in high schools are concealed, they can no longer ignore integrity like high schools, and universities will no longer help students cheat and condone the lack of integrity like high schools. The purpose and effect of this work is to express students' honesty, curb some students' indulgence in dishonesty, strengthen honesty, and provide basis for correcting individual students' dishonesty.
2. Establish the integrity education mechanism and integrity assessment registration system during the university period.
The first is to make a letter of commitment for college students' integrity, clarify the content and requirements of integrity during college, and ask students to copy and sign. The second is classroom education. Give full play to the educational function of the course "Ideological and Moral Cultivation and Legal Basis". Classroom education should overcome the disadvantages of emphasizing theory over practice and historical materials over practice, and make clear the policy and present situation of national and social credit construction and the harm of dishonesty to itself and society. The teaching of other courses should also be permeated with honesty education. The third is to build an extracurricular honesty education system, which will run through examinations, awards, activities, life, love, employment and other links. The fourth is to establish a registration file for integrity assessment and record dishonesty.
3. Connect with the society, provide information for the construction of social credit information system, and provide consultation for employers.
Correctly handle the relationship between the interests of the school and the social responsibility of the school, don't blame the society blindly, don't shift the responsibility to the society, and don't increase the employment rate at the expense of indulgence and dishonesty, make good exports and let students accept the test of social employment standards.