“…• Past cheating behavior (Nonis and Swift, 1998;Whitley, 1998;Quintos, 2017) • An understanding of what constitutes cheating/academic integrity training (Christensen-Hughes and McCabe, 2006;O'Neill and Pfeiffer, 2012;Curtis et al, 2013) • The use of honor codes (McCabe, 2016) • Poor study conditions (Whitley, 1998) • Academic level/year of study (Baetz et al, 2011;Ledesma, 2011;Ahmadi, 2014) • Stress/lack of time (Park et al, 2013;Smith et al, 2013) • Gender (men more likely to cheat) (Genereux and McLeod, 1995;Newstead et al, 1996;Nonis and Swift, 1998;Athanasou and Olasehinde, 2002;Selwyn, 2008;Baetz et al, 2011;Eret and Ok, 2014) • Grades (poorly performing students more likely to cheat) (Genereux and McLeod, 1995;Newstead et al, 1996;Park et al, 2013) • Dissatisfaction with/poor learning environment (Whitley, 1998;Balbuena and Lamela, 2015;Bretag et al, 2018) • A "normalization" of cheating including the perception that others are doing it (Genereux and McLeod, 1995;Whitley, 1998;Stephens et al, 2007;Megehee and Spake, 2008;Quintos, 2017) • Studying in a second language/language tutoring (Ledesma, 2011;Bretag et al, 2018). • Lenient institutional approaches to cheating/likelihood of being caught (Christensen-Hughes and McCabe, 2006;Megehee and Spake, 2008;…”