Motivational Perspectives on Student Cheating: Toward an Integrated Model of Academic Dishonesty
- 1 September 2006
- journal article
- Published by Taylor & Francis Ltd in Educational Psychologist
- Vol. 41 (3), 129-145
- https://doi.org/10.1207/s15326985ep4103_1
Abstract
This article uses theoretical concepts from self-efficacy theory, goal theory, expectancy value, and intrinsic motivation theory as a way to organize the vast and largely atheoretical literature on academic cheating. Specifically, it draws on 3 particular questions that students encounter when deciding whether to cheat: (a) What is my purpose?, (b) Can I do this task?, and (c) What are the costs associated with cheating? This article reviews both experimental and nonexperimental evidence related to each of these questions and offers suggestions for future research and instructional practices that will lessen the likelihood of cheating.Keywords
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