The Relation Between Academic Motivation and Cheating

What motivates academic dishonesty in students? A reinforcement sensitivity theory explanation

“…Conscientiousness is found to be associated with both deep and achieving learning approaches (Chamorro‐Premuzic, Furnham, & Lewis, ). The extent to which people express an intention to behave unethically in education (and also in work and sport) is a function of their dominant achievement motivation (Anderman & Koenka, ; Van Yperen, Hamstra, & van der Klauw, ), and some research has specifically linked study approaches to academic dishonesty, with deep learners the least likely to cheat, and surface learners the most likely (Fleming, ; Xin, ). Performance‐based goals (e.g., highest grades and competition with others) were more strongly associated with cheating than mastery‐based goals (e.g., acquiring a deep understanding of the subject; Anderman & Koenka, ).…”

“…The extent to which people express an intention to behave unethically in education (and also in work and sport) is a function of their dominant achievement motivation (Anderman & Koenka, 2017;Van Yperen, Hamstra, & van der Klauw, 2011), and some research has specifically linked study approaches to academic dishonesty, with deep learners the least likely to cheat, and surface learners the most likely (Fleming, 1996;Xin, 2011). Performance-based goals (e.g., highest grades and competition with others) were more strongly associated with cheating than mastery-based goals (e.g., acquiring a deep understanding of the subject; Anderman & Koenka, 2017). Furthermore, Anderman, Cupp, and Lane (2009) suggested that impulsive tendencies may be less likely to become activated in a mastery-focused classroom, where students are deeply engaged in learning.…”

Student Attitudes Against Academic Cheating and Orientation of Learning Objectives Viewed from the Class Level

“…There are two categories in learning goal orientation, namely mastery learning goal orientation which emphasizes mastery achievement and competency improvement, and performance learning goal orientation which emphasizes the relative evaluation of competencies or achievement achievements of others (Ormrod, 2000) Referring to the theory, students with mastery learning objective orientation have the following characteristics: (1) believe that competence can develop through practice and effort; (2) choosing tasks that can maximize opportunities for learning; (3) react to easy tasks with feelings of being bored and disappointed; (4) view business as something important to improve competence; (5) more intrinsically motivated to learn the subject matter; (6) presenting more self-regulated behaviors and learning; (7) using learning strategies that lead to a true understanding of the material; (8) evaluates own performance within the framework of the progress that has been made; (9) views mistakes as normal and useful parts in the learning process, and utilizes mistakes to help improve performance; (10) feel satisfied with performance if you try hard, even if the business fails; (11) interpret failure as a sign that more effort is needed; and (12) views the teacher as a resource and guide to help individuals learn. Students with orientation toward learning performance goals have the following characteristics: (1) believe that competence is a stable characteristic.…”

“…Cheating is the most common academic cheating done by students in schools today. This phenomenon does not only occur in Indonesia but occurs in various countries (Springer.com, 2018; Hu and Sun, 2017; Hu and Lei, 2016; Anderman and Koenka, 2017). Cheating behavior has a close relationship with learning goals that will be a direction for their activities in school (Diego, 2017).…”

Personality Characteristics, Sensation-Seeking, Locus of Control and Exam Anxiety as the Predictors of Exam Cheating Among the High School Students in Ahvaz City

“…Costa and McCrae (1992) employed factor analysis and concluded that five big factors can be regarded as individual differences in personality characteristics. Some researchers contend that, personality characteristics are factors that lead to the students' decision making for demonstrating cheating behavior (Haines, Diekhoff, E., & Clark, 1986) (Anderman & Koenka, 2017). In one study done by Giluk and Postlethwaite (2015), five big factors of personality are significantly correlated with the reports of academic fraud.…”