Cognitive dissonance in higher education: Inflating grades and not feeling guilty

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.