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Crime and punishment in classroom: a game-theoretic approach for student cheating

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  • Griebeler, Marcelo

Abstract

We provide the microeconomic foundations of cheating in classroom through a static game with complete information. Our setting is composed by two students, who must choose whether or not to cheat, and a professor, who must choose how much effort to exert in trying to catch dishonest students. Our findings support the determinants of cheating found by the empirical literature, mainly those related to the penalty's level. It is also emphasized the importance of professors being well-motivated (with low disutility of effort) and worried about fairness in classroom. The two extensions of the baseline model reinforce the importance of the cost-benefit analysis to understand dishonest behavior in classroom.

Suggested Citation

  • Griebeler, Marcelo, 2017. "Crime and punishment in classroom: a game-theoretic approach for student cheating," Revista Brasileira de Economia - RBE, EPGE Brazilian School of Economics and Finance - FGV EPGE (Brazil), vol. 71(1), May.
    • Handle: RePEc:fgv:epgrbe:v:71:y:2017:i:1:a:60607
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    1. Gary S. Becker, 1974. "Crime and Punishment: An Economic Approach," NBER Chapters, in: Essays in the Economics of Crime and Punishment, pages 1-54, National Bureau of Economic Research, Inc.
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    Cited by:

    1. Marcelo de C. Griebeler, 2019. "“But everybody’s doing it!”: a model of peer effects on student cheating," Theory and Decision, Springer, vol. 86(2), pages 259-281, March.

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