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The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.

Academic Performance and Cheating: Moderating Role of School Identification and Self-Efficacy

Finn, Kristin Voelkl, Frone, Michael R.·2004·The Journal of Educational Research
DOI 10.3200/joer.97.3.115-121
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Abstract

Academic dishonesty is a significant problem among students from elementary school through college. The desire to succeed in school through dishonesty is increased when there is a breakdown in the norms associated with conventional academic attitudes. The authors conducted a survey research study to examine the relationship between academic performance and cheating. They hypothesized that the inverse relationship between academic performance and cheating is moderated by school identification and academic self-efficacy. The results show that cheating is more likely among lower achieving students when they do not identify with school, and among higher achieving students with low levels of academic self-efficacy.

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Crossref · 10.3200/joer.97.3.115-121

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6 of 6 references verified0 citation errors · 0 not checkable

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Citations

Cites

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Research works printed but not linked: 29

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Metadata

Authors
Finn, K. V., & Frone, M. R.
Venue
The Journal of Educational Research
Publisher
Informa UK Limited
Published
2004-01
Volume
97
Issue
3
Pages
115-121
ISSN
  • 0022-0671
  • 1940-0675
DOI
10.3200/joer.97.3.115-121
Cited by
175
References
6
Language
en

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CoChat. (2026). Citation check: Academic Performance and Cheating: Moderating Role of School Identification and Self-Efficacy. https://app.cochat.ai/papers/10.3200/joer.97.3.115-121
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Finn, K. V., & Frone, M. R. (2004). Academic Performance and Cheating: Moderating Role of School Identification and Self-Efficacy. The Journal of Educational Research. https://doi.org/10.3200/joer.97.3.115-121