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Drawing from previous research on the effect of role conflict on burnout and the Conservation of Resources theory, the authors propose that individual differences in political skill and perceptions of organizational support will be negatively related to burnout and will also moderate the relationship between perceived role conflict and burnout. In a sample of 120 professional employees, political skill was associated with less depersonalization and feelings of reduced personal accomplishment and moderated the role conflict-reduced personal accomplishment relationship. Perceived organizational support was associated with less emotional exhaustion and depersonalization and moderated the role conflict-emotional exhaustion relationship. Implications of results are discussed and directions for future research are offered.

More than 40 years ago, Taylor and Wherry (1951) hypothesized that performance appraisal ratings obtained for administrative purposes, such as pay raises or promotions, would be more lenient than ratings obtained for research, feedback, or employee development purposes. However, research on appraisal purpose has yielded inconsistent results, with roughly half of such studies supporting this hypothesis and the other half refuting it. To account for those differences, a meta‐analysis of performance appraisal purpose research was conducted with 22 studies and a total sample size of 57,775. Our results support Taylor and Wherry's hypothesis as performance evaluations obtained for administrative purposes were, on average, one‐third of a standard deviation larger than those obtained for research or employee development purposes. In addition, moderator analyses indicated larger differences between ratings obtained for administrative and research purposes when performance evaluations were made in field settings, by practicing managers, and for real world subordinates. Implications for researchers and practitioners are discussed.

Perceptions of fairness, Performance appraisal reactions, Two-factor justice model, Agent-system justice model,

academic integrity, academic culture, cheating, misconduct, personality,

The efficacy of Azjen's (1985;1991) Theory of Planned Behavior (TPB) for the prediction of cheating intentions and behaviors was examined in a sample of 241 business undergraduates.Mediated structural equation models of the TPB, with personality constructs, adjustment and prudence, as antecedents were examined. The TPB model explained 21% of the variance in cheating intentions and 36% of cheating behavior. Results support both the TPB model and a partially mediated model in which prudence, but not adjustment, is significantly related to model components, attitudes, norms, control and behavior but not intention to cheat. These results suggest the TPB model may parsimoniously integrate and advance academic misconduct research. Further TPB research and practical implications are discussed.

PurposeThe purpose of this paper is to show that academic misconduct appears to be on the rise; some research has linked academic misconduct to unethical workplace behaviors. Unlike previous empirically‐driven research, this theory‐based study seeks to examine the usefulness of a modification of Ajzen's theory of planned behavior to predict academic misconduct.Design/methodology/approachA total of 271 students enrolled at a US university were surveyed. Structural equation modeling was used to test the model.FindingsThe modified theory of a planned behavior model in which intentions and justifications both serve as antecedents to behavior fits the data well. The model accounted for 22 per cent of the variance in intentions to cheat and 47 per cent of the variance in self‐reported cheating.Research limitations/implicationsThe primary limitations of this research are the cross‐sectional research design, the self‐selected sample, and the single source of survey data.Practical implicationsThe study extends the TPB model in the prediction of misconduct behavior. Attitudes, subjective norms, behavioral control, intentions and justifications were related to cheating behaviors. Academic misconduct may be reduced by shaping attitudes toward cheating, changing perceptions of subjective norms regarding the prevalence of cheating, and lowering students' perceptions of their control of cheating by, for example, emphasis on the consequences of getting caught. Understanding and reducing academic misconduct are important for promoting ethical behavior and values in future worker and organization leaders.Originality/valueIdentification of factors that influence academic misconduct is an important aspect of professional development research, given its link to workplace misconduct. To date, academic misconduct research has been primarily empirically‐ rather than theory‐driven. The current study identifies factors that contribute to academic misconduct by extending an established theoretical model of behavior.

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