Skip to main content

Advertisement

SpringerLink
Log in

Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation

  • Meta-Analysis
  • Published:
Educational Psychology Review Aims and scope Submit manuscript

Abstract

Academic dishonesty is a rampant and troubling phenomenon in the educational sector. Although demographic factors have been linked with students’ academic dishonesty in the literature, many of these aspects are difficult to change. However, students’ motivation, a known malleable factor, may allow for opportunities to shape students’ beliefs, goals, and values, which can, in turn, mitigate academic dishonesty. In light of the growing literature on this topic, a research synthesis is needed to clarify discrepant findings and identify salient motivation factors associated with academic dishonesty. Thus, we examined relations between academic dishonesty and motivation as informed by achievement motivation frameworks. From 79 studies, meta-analytic results indicated that academic dishonesty was negatively associated with classroom mastery goal structure, individual mastery approach goals, intrinsic motivation, self-efficacy, utility value, and internal locus of control. Academic dishonesty was positively linked with amotivation and extrinsic goal orientation. Students’ age was a significant moderator for the relation between intrinsic motivation and academic dishonesty. Implications from meta-analytic findings are drawn with regard to theory and practice.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

*Studies included in the meta-analysis are in a separate citation list in supplementary material.

  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260–267.

  • Anderman, E. M. (2020). Achievement motivation theory: balancing precision and utility. Advance online publication. Contemporary Educational Psychology. 101864.

  • Anderman, E. M., & Koenka, A. C. (2017). The relation between academic motivation and cheating. Theory Into Practice, 56(2), 95–102.

    Article  Google Scholar 

  • Anderman, E. M., & Midgley, C. (2004). Changes in self-reported academic cheating across the transition from middle school to high school. Contemporary Educational Psychology, 29(4), 499–517.

    Article  Google Scholar 

  • Anderman, E. M., & Murdock, T. B. (Eds.). (2011). Psychology of academic cheating. Elsevier.

  • Anderman, E. M., & Won, S. (2019). Academic cheating in disliked classes. Ethics and Behavior, 29(1), 1–22.

  • Anderman, E. M., Griesinger, T., & Westerfield, G. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, 90(1), 84–93.

    Article  Google Scholar 

  • Ariely, D. (2012). The honest truth about dishonesty: how we lie to everyone--especially ourselves. Harper.

  • Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.

    Google Scholar 

  • Bernardi, R. A., & LaCross, C. C. (2004). Data contamination by social desirability response bias in research on students’ cheating behavior. Journal of College Teaching and Learning, 1, 13–25.

    Google Scholar 

  • Bieg, S., Reindl, M., & Dresel, M. (2016). The relation between mastery goals and intrinsic motivation among university students: a longitudinal study. Educational Psychology, 37, 666–679.

    Article  Google Scholar 

  • Blankenship, K. L., & Whitley, B. E. (2000). Relation of general deviance to academic dishonesty. Ethics & Behavior, 10(1), 1–12.

    Article  Google Scholar 

  • Blau, I., & Eshet-Alkalai, Y. (2017). The ethical dissonance in digital and non-digital learning environments: does technology promote cheating among middle school students? Computers in Human Behavior, 73, 629–637.

    Article  Google Scholar 

  • Boehm, P., Justice, M., & Weeks, S. (2009). Promoting academic integrity in higher education. Community College Enterprise, 15(1), 45–61.

    Google Scholar 

  • Bong, M. (2005). Within-grade changes in Korean girls’ motivation and perceptions of the learning environment across domains and achievement levels. Journal of Educational Psychology, 97(4), 656–672.

    Article  Google Scholar 

  • Bong, M. (2008). Effects of parent-child relationships and classroom goal structures and motivation, help-seeking avoidance, and cheating. Journal of Experimental Education, 76(2), 191–217.

    Article  Google Scholar 

  • Bong, M., Kim, S., Reeve, J., Im, H., Lee, W., Jiang, Y., et al. (2012). SMILES (Student Motivation in the Learning Environment scales). Korea University Brain Motivation Research Institute.

  • Carnegie Council on Policy Studies in Higher Education. (1979). Fair practices in higher education: rights and responsibilities of students and their colleges in a period of intensified competition for enrollments. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Cheung, H. Y., Wu, J., & Huang, Y. (2016). Why do Chinese students cheat? Initial findings based on the self-reports of high school students in China. The Australian Educational Researcher, 43(2), 245–271.

    Article  Google Scholar 

  • Cooper, H., Hedges, L. V., & Valentine, J. C. (Eds.). (2009). The handbook of research synthesis and meta-analysis. Russell Sage Foundation.

  • Covington, M. V., & Müeller, K. J. (2001). Intrinsic versus extrinsic motivation: an approach/avoidance reformulation. Educational Psychology Review, 13(2), 157–176.

    Article  Google Scholar 

  • Cronan, T. P., Mullins, J. K., & Douglas, D. E. (2018). Further understanding factors that explain freshman business students’ academic integrity intention and behavior: plagiarism and sharing homework. Journal of Business Ethics, 147(1), 197–220.

    Article  Google Scholar 

  • Daumiller, M., & Janke, S. (2019a). Effects of performance goals and social norms on academic dishonesty in a test. British Journal of Educational Psychology, 90(2), 537–559. https://doi.org/10.1111/bjep.12310.

    Article  Google Scholar 

  • Daumiller, M., & Janke, S. (2019b). The impact of performance goals on cheating depends on how performance is evaluated. AERA Open, 5(4), 233285841989427. https://doi.org/10.1177/2332858419894276.

    Article  Google Scholar 

  • Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237–251.

  • Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. Handbook of competence and motivation, (pp. 105–121). Guilford.

  • Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215–225.

  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132.

    Article  Google Scholar 

  • Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., Mac Iver, D., & Feldlaufer, H. (1993). Negative effects of traditional middle schools on students’ motivation. Elementary School Journal, 93(5), 553–574.

    Article  Google Scholar 

  • Eison, J. A. (1981). A new instrument for assessing students' orientations towards grades and learning. Psychological Reports, 48, 919–924.

  • Eison, J., Pollio, H., & Milton, O. (1982). LOGO II: A user’s manual. Learning Research Center: The University of Tennessee.

  • Elias, R. Z. (2009). The impact of anti-intellectualism attitudes and academic self-efficacy on business students’ perceptions of cheating. Journal of Business Ethics, 86(2), 199–209.

    Article  Google Scholar 

  • Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218–232.

    Article  Google Scholar 

  • Elliott, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation. Journal of Personality and Social Psychology, 73(3), 171–185.

  • Elliot, A. J., & McGregor, H. A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519.

    Article  Google Scholar 

  • Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: critique, illustration, and application. Journal of Educational Psychology, 100(3), 613–628.

    Article  Google Scholar 

  • Fritz, C. O., Morris, P. E., & Richler, J. J. (2012). Effect size estimates: current use, calculations, and interpretations. Journal of Experimental Psychology, 141(1), 2–18.

    Article  Google Scholar 

  • Giluk, T. L., & Postlethwaite, B. E. (2015). Big five personality and academic dishonesty: a meta-analytic review. Personality and Individual Differences, 72, 59–67.

    Article  Google Scholar 

  • Grubb, F. E. (1950). Sample criteria for testing outlying observations. Journal of the American Statistical Association, 21, 27–58.

    Google Scholar 

  • Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100(1), 105–122.

    Article  Google Scholar 

  • Hedges, L. V., & Vevea, J. L. (1998). Fixed- and random-effects models in meta-analysis. Psychological Methods, 3(4), 486–504.

    Article  Google Scholar 

  • Hedges, L. V., Tipton, E., & Johnson, M. C. (2010). Robust variance estimation in meta-regression with dependent effect size estimates. Research Synthesis Methods, 1(1), 39–65.

    Article  Google Scholar 

  • Hensley, L., Kirkpatrick, K., & Burgoon, J. (2013). Relation of gender, course enrollment, and grades to distinct forms of academic dishonesty. Teaching in Higher Education, 18(8), 895–907.

    Article  Google Scholar 

  • Huang, C.-L., Shu Ching, Y., & An-Sing, C. (2015). The relationships among students' achievement goals, willingness to report academic dishonesty, and engaging in academic dishonesty. Social Behavior & Personality: An International Journal, 43(1), 27–37.

  • Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), 422–449.

    Article  Google Scholar 

  • Huss, M. T., Curnyn, J. P., Roberts, S. L., Davis, S. F., Yandell, L., & Giordano, P. (1993). Hard driven but not dishonest: cheating and the type A personality. Bulletin of the Psychonomic Society, 31(5), 429–430.

    Article  Google Scholar 

  • Josephson Institute (2012). The 2012 Report Card on the Ethics of American Youth (Installment 1: Honesty and Integrity). Josephson Institute of Ethics.

  • Lee, M., & Bong, M. (2016). In their own words: reasons underlying the achievement striving of students in schools. Journal of Educational Psychology, 108(2), 274–294.

    Article  Google Scholar 

  • Leming, J. S. (1980). Cheating behavior, subject variables, and components of the internal-external scale under high and low risk conditions. Journal of Educational Research, 72(2), 83–87.

    Article  Google Scholar 

  • Levenson, H. (1973). Multidimensional locus of control in psychiatric patients. Journal of Consulting and Clinical Psychology, 41, 397–404.

  • Levenson, H. (1981). Differentiating among internality, powerful others, and chance. In H. M. Lefcourt (Ed.), Research with the locus of control construct (Vol. 1, pp. 15–63). Academic Press.

  • Marsden, H., Carroll, M., & Neill, J. T. (2005). Who cheats at university? A self-report study of dishonest academic behaviours in a sample of Australian university students. Australian Journal of Psychology, 57(1), 1–10.

  • Martin, A. J. (2009). Motivation and engagement across the academic life span. Educational and Psychological Measurement, 69(5), 794–824.

    Article  Google Scholar 

  • Martin, A. J., Marsh, H. W., Williamson, A., & Debus, R. L. (2003). Self-handicapping, defensive pessimism, and goal orientation: a qualitative study of university students. Journal of Educational Psychology, 95(3), 617–628.

    Article  Google Scholar 

  • McCabe, D. L., & Trevino, L. K. (1995). Cheating among business students: a challenge for business leaders and educators. Journal of Management Education, 19(2), 205–218.

    Article  Google Scholar 

  • McCabe, D., & Trevino, L. (1997). Individual and contextual influences on academic dishonesty: a multicampus investigation. Research in Higher Education, 38(3), 379–396.

    Article  Google Scholar 

  • McCabe, D. L., Butterfield, K. D., & Trevino, L. K. (2012). Cheating in college: why students do it and what can be done about it. John Hopkins University Press.

  • Michou, A., Vansteenkiste, M., Mouratidis, A., & Lens, W. (2014). Enriching the hierarchical model of achievement motivation: autonomous and controlling reasons underlying achievement goals. British Journal of Educational Psychology, 84(4), 650–666.

    Article  Google Scholar 

  • Midgley, C., Kaplan, A., Middleton, M., Urdan, T., Maehr, M. L., Hicks, L., Anderman, E., & Roeser, R. W. (1998). Development and validation of scales assessing students’ achievement goal orientation. Contemporary Educational Psychology, 23(2), 113–131.

    Article  Google Scholar 

  • Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., … Urdan, T. (2000). Manual for the patterns of adaptive learning scales. University of Michigan.

  • Miller, A. D., Murdock, T. B., Anderman, E. M., & Poindexter, A. L. (2007). Who are all these cheaters? Characteristics of academically dishonest students. In E. M. Anderman & T. B. Murdock (Eds.), Psychology of academic cheating (pp. 9–32). Elsevier Academic Press.

  • Moneta, G. B., & Siu, C. M. Y. (2002). Trait intrinsic and extrinsic motivations, academic performance, and creativity in Hong Kong college students. Journal of College Student Development, 43(5), 664–683.

    Google Scholar 

  • Murdock, T. B., & Anderman, E. M. (2006). Motivational perspectives on student cheating: toward an integrated model of academic dishonesty. Educational Psychologist, 41(3), 129–145.

    Article  Google Scholar 

  • Murdock, T. B., Hale, N. M., & Weber, M. J. (2001). Predictors of cheating among early adolescents: academic and social motivations. Contemporary Educational Psychology, 26(1), 96–115.

    Article  Google Scholar 

  • Nathanson, C., Paulhus, D. L., & Williams, K. M. (2006). Predictors of a behavioral measure of scholastic cheating: personality and competence but not demographics. Contemporary Educational Psychology, 31(1), 97–122.

    Article  Google Scholar 

  • Newstead, S., Franklyn-Stokes, A., & Armstead, P. (1996). Individual differences in student cheating. Journal of Educational Psychology, 88(2), 229–241.

    Article  Google Scholar 

  • Orosz, G., Farkas, D., & Roland-Lévy, C. (2013). Are competition and extrinsic motivation reliable predictors of academic cheating? Frontiers in Psychology, 4, 1–16.

    Article  Google Scholar 

  • Orosz, G., Toth-Kiraly, I., Bothe, B., Kusztor, A., Kovacs, Z. U., & Janvari, M. (2015). Teacher enthusiasm: A potential cure of academic cheating. Frontiers in Psychology, 6, 1–12.

  • Orosz, G., Dombi, E., Tóth-Király, I., Bőthe, B., Jagodics, B., & Zimbardo, P. G. (2016). Academic cheating and time perspective: cheaters live in the present instead of the future. Learning and Individual Differences, 52, 39–45.

    Article  Google Scholar 

  • Patall, E. A., & Leach, J. K. (2015). The role of choice provision in academic dishonesty. Contemporary Educational Psychology, 42, 97–110.

    Article  Google Scholar 

  • Paulhus, D. L., & Dubois, P. J. (2015). The link between cognitive ability and scholastic cheating: a meta-analysis. Review of General Psychology, 19(2), 183–190.

    Article  Google Scholar 

  • Pavlin-Bernardić, N., Rovan, D., & Pavlović, J. (2017). Academic cheating in mathematics classes: a motivational perspective. Ethics & Behavior, 27(6), 486–501.

    Article  Google Scholar 

  • Perry, R. P., Hladkyj, S., & Pekrun, R. (2001). Academic control and action control in the achievement of college students: a longitudinal field study. Journal of Educational Psychology, 93(4), 776–789.

    Article  Google Scholar 

  • Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classrooms. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement: Goals and self-regulatory processes (Vol. 7, pp. 371–402). Greenwich: JAI Press.

  • Pintrich, P. R. (2000a). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25(1), 92–104.

    Article  Google Scholar 

  • Pintrich, P. R. (2000b). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502). Academic Press.

  • Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686.

    Article  Google Scholar 

  • Reeve, J. (2009). Understanding motivation and emotion (5th ed.). Hoboken: Wiley.

  • Rettinger, D. A., & Kramer, Y. (2009). Situational and personal causes of student cheating. Research in Higher Education, 50(3), 293–313.

    Article  Google Scholar 

  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: a systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387.

    Article  Google Scholar 

  • Rinn, A. N., & Boazman, J. (2014). Locus of control, academic self-concept, and academic dishonesty among high ability college students. Journal of the Scholarship of Teaching and Learning, 14(4), 88–114.

    Article  Google Scholar 

  • Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80(1), 1–28.

  • Rutherford, D. G., & Olswang, S. G. (1981). Academic misconduct: the due process rights of students. NASPA Journal, 19(2), 12–16.

    Google Scholar 

  • Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761.

  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

    Article  Google Scholar 

  • Schmelkin, L., Gilbert, K., Spencer, K., Pincus, H., & Silva, R. (2008). A multidimensional scaling of college students’ perceptions of academic dishonesty. The Journal of Higher Education, 79(5), 587–607.

    Article  Google Scholar 

  • Sendag, S., Duran, M., & Fraser, M. R. (2012). Surveying the extent of involvement in online academic dishonesty (e-dishonesty) related practices among university students and the rationale students provide: one university’s experience. Computers in Human Behavior, 28(3), 849–860.

    Article  Google Scholar 

  • Stephens, J. M., Young, M. F., & Calabrese, T. (2007). Does moral judgment go offline when students are online? A comparative analysis of undergraduates' beliefs and behaviors related to conventional and digital cheating. Ethics & Behavior, 17(3), 233–254.

    Article  Google Scholar 

  • Storch, E. A., & Storch, J. B. (2002). Fraternities, sororities, and academic dishonesty. College Student Journal, 36(2), 247–253.

    Google Scholar 

  • Tang, S., & Zuo, J. (1997). Profile of college examination cheaters. College Student Journal, 31(3), 340–347.

    Google Scholar 

  • Tanner-Smith, E. E., Tipton, E., & Polanin, J. R. (2016). Handling complex meta-analytic data structures using robust variance estimates: A tutorial in R. Journal of Developmental and Life-Course Criminology, 2(1), 85–112.

  • Tas, Y., & Tekkaya, C. (2010). Personal and contextual factors associated with students’ cheating in science. Journal of Experimental Education, 78(4), 440–463.

    Article  Google Scholar 

  • Thorpe, M. F., Pittenger, D. J., & Reed, B. D. (1999). Cheating the researcher: a study of the relation between personality measures and self-reported cheating. College Student Journal, 33(1), 49–59.

    Google Scholar 

  • Tipton, E. (2015). Small sample adjustments for robust variance estimation with meta-regression. Psychological Methods, 20(3), 375–393.

    Article  Google Scholar 

  • Tipton, E., & Pustejovsky, J. E. (2015). Small-sample adjustments for tests of moderators and model fit using robust variance estimation in meta-regression. Journal of Educational and Behavioral Statistics, 40(6), 604–634.

    Article  Google Scholar 

  • Trickett, E., & Moos, R. H. (2002). The classroom environment scale (CES) manual (3rd ed.). Mind Garden.

  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017.

  • van Etten, S., Pressley, M., Freebern, G., & Echevarria, M. (1998). An interview study of college freshmens’ beliefs about their academic motivation. European Journal of Psychology of Education, 13(1), 105–130.

    Article  Google Scholar 

  • Vevea, J. L., & Hedges, L. V. (1995). A general linear model for estimating effect size in the presence of publication bias. Psychometrika, 60(3), 419–435.

    Article  Google Scholar 

  • Vevea, J. L., & Woods, C. M. (2005). Publication bias in research synthesis: Sensitivity analysis using a priori weight functions. Psychological Methods, 10(4), 428–443.

  • Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71(1), 3–25.

    Article  Google Scholar 

  • Weiss, J., Gilbert, K., Giordano, P., & Davis, S. F. (1993). Academic dishonesty, type a behavior, and classroom orientation. Bulletin of the Psychonomic Society, 31(2), 101–102.

  • Whitley, B. E. J. (1998). Factors associated with cheating among college students: a review. Research in Higher Education, 39(3), 235–274.

    Article  Google Scholar 

  • Whitley, B. E., Nelson, A. B., & Jones, C. J. (1999). Gender differences in cheating attitudes and classroom cheating behavior: a meta-analysis. Sex Roles, 41(9/10), 657–680.

    Article  Google Scholar 

  • Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.

    Article  Google Scholar 

  • Wigfield, A., Eccles, J. S., Mac Iver, D., Reuman, D. A., & Midgley, C. (1991). Transitions during early adolescence: changes in children’s domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27(4), 552–565.

    Article  Google Scholar 

  • Wigfield, A., Eccles, J. S., & Möller, J. (2020). How dimensional comparisons help to understand linkages between expectancies, values, performance, and choice. Advance online publication. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09524-2.

  • Williams, K., Nathanson, C., & Paulhus, D. (2010). Identifying and profiling scholastic cheaters: their personality, cognitive ability, and motivation. Journal of Experimental Psychology, 16(3), 293–307.

    Google Scholar 

  • Wolters, C. A. (2004). Advancing achievement goal theory: using goal structure and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96(2), 236–250.

    Article  Google Scholar 

  • Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211–238.

    Article  Google Scholar 

  • Yang, S. C., Huang, C.-L., & Chen, A.-S. (2013). An investigation of college students’ perceptions of academic dishonesty, reasons for dishonesty, achievement goals, and willingness to report dishonest behavior. Ethics & Behavior, 23(6), 501–522.

    Article  Google Scholar 

  • Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: they’re not magic. Review of Educational Research, 81(2), 267–301.

    Article  Google Scholar 

  • Yu, H., Glanzer, P. L., Sriram, R., Johnson, B. R., & Moore, B. (2017). What contributes to college students’ cheating? A study of individual factors. Ethics & Behavior, 27(5), 401–422.

    Article  Google Scholar 

  • Yu, H., Glanzer, P. L., Johnson, B. R., Sriram, R., & Moore, B. (2018). Why college students cheat: a conceptual model of five factors. The Review of Higher Education, 41(4), 549–576.

    Article  Google Scholar 

Download references

Acknowledgments

Part of this work was from Megan Krou’s doctoral dissertation, and the authors would like to thank the committee members: Jodi Holschuh, Taylor Acee, and Hongwei Yu. Also, we would like to extend a special thank you to the study authors who responded to queries and provided data upon request.

Funding

This project has been funded through a Doctoral Research Support Fellowship from the Graduate College at Texas State University.

Author information

Author notes

  1. Megan R. Krou and Carlton J. Fong contributed equally to the article; name order was determined by coinflip.

Authors and Affiliations

  1. Teachers College, Columbia University, New York, NY, 10027, USA

    Megan R. Krou

  2. Department of Curriculum and Instruction, Texas State University, San Marcos, TX, 78666, USA

    Carlton J. Fong & Meagan A. Hoff

Authors
  1. Megan R. Krou
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Carlton J. Fong
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Meagan A. Hoff
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

Megan Krou and Carlton Fong shared equal first authorship as they jointly contributed to the study conception and design. Data collection and data analysis was conducted by Megan Krou. The first draft of the manuscript was written by Megan Krou, and all authors comments on previous versions of the manuscript. During the revision phase, Carlton Fong contributed valuable expertise necessary for the completion of the revisions. Carlton Fong critically revised the work to address major concerns as the project expanded beyond its original scope. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Carlton J. Fong.

Additional information

Parts of this paper were presented at the annual meeting of the American Educational Research Association.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Electronic Supplementary Material

ESM 1

(DOCX 41.2 kb)

ESM 2

(XLSX 90.2 kb)

Appendix

Appendix

Table 5 Selection model results
Full size table

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Krou, M.R., Fong, C.J. & Hoff, M.A. Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation. Educ Psychol Rev 33, 427–458 (2021). https://doi.org/10.1007/s10648-020-09557-7

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10648-020-09557-7

Keywords

Search

Navigation