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Previous research has shown that achievement goals affect the frequency of academic dishonesty. However, mixed findings suggest that especially the effect of performance goals might depend on contextual factors. Here, we propose that social norms regarding the acceptance of dishonesty moderate the positive effect of performance goals on academic dishonesty. We conducted a 2 (induced performance goals versus no goal induction) x 2 (cheating confederate versus no observable cheating behavior by other participants) experiment with 105 university students. Results indicated that increased performance goals only lead to increased cheating when the social norm suggested that cheating behaviors were acceptable ways to increase performance (i.e., cheating confederate condition). This highlights the importance of social norms for effects of achievement motivation on academic dishonesty.