Poster #27 - To Cheat or Not to Cheat — What Is the Motivation? A Meta-Analytic Investigation

• In Event: 31.094 - MTCC Poster Session Six
  In Poster Session: 31.094-6 - Relation of Beliefs, Goals, Emotions, and Educational Interventions to Academic Outcomes

Abstract

Cheating is rampant in today’s educational sector. Although various factors have been proposed to explain students’ academic dishonesty, motivational factors are malleable, allowing opportunities to change students’ beliefs, goals, and values and thereby prevent cheating. We conducted a meta-analysis on associations between academic dishonesty and achievement motivation (informed by expectancy-value theory, achievement goals, and locus of control). Mastery goal orientation, expectancy beliefs, intrinsic task value, and internal locus of control were negatively associated with academic dishonesty, whereas performance approach and avoidance goals were positively associated with academic dishonesty. Moderator results revealed that motivation had higher correlations with academic dishonesty for middle school students than high school and college students. Implications for research and practice will be discussed.

Authors

• Megan Krou, Texas State University

• Meagan Hoff, Texas State University - San Marcos

• Elizabeth Hewett, Texas State University

• Carlton J. Fong, Texas State University