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Motivational Perspectives on Student Cheating: Toward an Integrated Model of Academic Dishonesty

Murdock, Tamera B., Anderman, Eric M.·2006·Educational Psychologist
DOI 10.1207/s15326985ep4103_1
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Abstract

This article uses theoretical concepts from self-efficacy theory, goal theory, expectancy value, and intrinsic motivation theory as a way to organize the vast and largely atheoretical literature on academic cheating. Specifically, it draws on 3 particular questions that students encounter when deciding whether to cheat: (a) What is my purpose?, (b) Can I do this task?, and (c) What are the costs associated with cheating? This article reviews both experimental and nonexperimental evidence related to each of these questions and offers suggestions for future research and instructional practices that will lessen the likelihood of cheating.

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Metadata

Authors
Murdock, T. B., & Anderman, E. M.
Venue
Educational Psychologist
Publisher
Informa UK Limited
Published
2006-09
Volume
41
Issue
3
Pages
129-145
ISSN
  • 0046-1520
  • 1532-6985
DOI
10.1207/s15326985ep4103_1
Cited by
257
References
18
Language
en

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