Personal Achievement Goals and the Acceptability of Cheating in an Academic Context: The Moderating Role of Academic Self-Efficacy
Author: Shu-Ling Peng (Center of Teacher Education, National Cheng Kung University), Po-Sheng Huang (Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology), Hsueh-Chih Chen (Department of Educational Psychology and Counseling, Institute for Research Excellence in Learning Sciences, Chinese Language and Technology Center, National Taiwan Normal University, MOST Artificial Intelligence Biomedical Research Center)
Vol.&No.：Vol. 64, No.4
Date：December 2019
Pages：87-113
DOI：10.6209/JORIES.201912_64(4).0004
Abstract：
This study was conducted on the basis of motivation theories and adopted theoretical concepts from achievement goal theory and self-efficacy to explore the motivational variables related to the acceptability of two types of cheating behaviors, namely academic cheating and passive cheating, among Taiwanese junior high school students in the subject of mathematics. The aims of the study were threefold: first, to understand the degree of acceptability of the two types of cheating behaviors among Taiwanese students; second, to investigate the relationships between personal achievement goals and the acceptability of the two types of cheating; and third, to test whether these relationships are moderated by academic self-efficacy. Nine hundred thirty-eight seventh-to-ninth-grade Taiwanese students (473 boys; 23 missing values) participated in the survey, and the researchers applied the technique of structural equation modeling for data analysis. The results indicated that boys were slightly more accepting of the two types of cheating behaviors than girls, and eighth- and ninth-grade students, regardless of gender, were more accepting of both cheating behaviors than seventh-grade students. Moreover, it was found that personal achievement goals can effectively predict the two types of cheating behaviors, which can be negatively predicted by mastery-approach goals and positively predicted by performance-avoidance goals. In particular, performance-approach goals only positively predicted individuals’ acceptance of passive cheating. Finally, it was revealed that academic self-efficacy moderates the relationship between personal achievement goals and individuals’ acceptance of cheating behaviors. Specifically, a high level of academic self-efficacy perceived by individuals was associated with a decrease in the negative predictive power of students’ adoption of performance-avoidance goals with respect to the acceptability of both cheating behaviors. A low level of academic self-efficacy perceived by individuals was associated with an increase in the negative predictive power of students’ adoption of performance-avoidance goals with respect to the acceptability of both cheating behaviors. Based on the findings, relevant recommendations are proposed as a reference for further research, teaching practices, and junior high school counseling.
Keywords：academic self-efficacy, acceptability of academic cheating, personal achievement goals
《Full Text》
References：
- 何琦瑜（2003）。家長與老師品格教育大調查。天下雜誌，287，42-46。 【He, C.-Y. (2003). A survey of character education on parents and teachers. Common Wealth Magazine, 287, 42-46.】
- 吳志明、余國瑋、李賜郎（2007）。學生作弊行為因素結構模式之研究─以商學院學生為實證。企業管理學報，73，63-74。 【Wu, C.-M., Yu, K.-W., & Li, S.-L. (2007). Structural modeling among impact factors from the cheating behavior of student: An empirical study of business college. Journal of Business Administration, 73, 63-74.】
- 吳靜吉、程炳林（1992）。激勵的學習策略量表之修訂。測驗年刊，39，59-78。 【Wu, J.-J., & Cherng, B.-L. (1992). A revision of the motivated strategies for learning questionnaire. Psychological Testing, 39, 59-78.】
- 林清山、程炳林（1997）。青少年心理發展與適應之整合性研究：國中生學習行動控制模式的建構與驗證暨教學輔導策略實驗方案效果之研究（Ⅰ）。國科會專案研究報告（NSC86-2413-H- 003-010-G10）。臺北市：國立臺灣師範大學。 【Lin, C.-S., & Cherng, B.-L. (1997). The verification of action control model and the study of the effects of strategies training programs (I). Ministry of Science and Technology research project (NSC86-2413- H-003-010-G10). Taipei, Taiwan: National Taiwan Normal University.】
- 姚招帆（2006）。國中生目標導向、自我效能與學習策略、自我設限策略及作弊之關係（未出版碩士論文）。國立臺灣師範大學，臺北市。 【Yao, C.-F. (2006). The relations among junior high school students’ goal orientations, self-efficacy, learning strategies, self-handicapping strategies and cheating (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.】
» More
- 何琦瑜（2003）。家長與老師品格教育大調查。天下雜誌，287，42-46。 【He, C.-Y. (2003). A survey of character education on parents and teachers. Common Wealth Magazine, 287, 42-46.】
- 吳志明、余國瑋、李賜郎（2007）。學生作弊行為因素結構模式之研究─以商學院學生為實證。企業管理學報，73，63-74。 【Wu, C.-M., Yu, K.-W., & Li, S.-L. (2007). Structural modeling among impact factors from the cheating behavior of student: An empirical study of business college. Journal of Business Administration, 73, 63-74.】
- 吳靜吉、程炳林（1992）。激勵的學習策略量表之修訂。測驗年刊，39，59-78。 【Wu, J.-J., & Cherng, B.-L. (1992). A revision of the motivated strategies for learning questionnaire. Psychological Testing, 39, 59-78.】
- 林清山、程炳林（1997）。青少年心理發展與適應之整合性研究：國中生學習行動控制模式的建構與驗證暨教學輔導策略實驗方案效果之研究（Ⅰ）。國科會專案研究報告（NSC86-2413-H- 003-010-G10）。臺北市：國立臺灣師範大學。 【Lin, C.-S., & Cherng, B.-L. (1997). The verification of action control model and the study of the effects of strategies training programs (I). Ministry of Science and Technology research project (NSC86-2413- H-003-010-G10). Taipei, Taiwan: National Taiwan Normal University.】
- 姚招帆（2006）。國中生目標導向、自我效能與學習策略、自我設限策略及作弊之關係（未出版碩士論文）。國立臺灣師範大學，臺北市。 【Yao, C.-F. (2006). The relations among junior high school students’ goal orientations, self-efficacy, learning strategies, self-handicapping strategies and cheating (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.】
- 張映芬（2008）。國中生動機涉入之建構及其相關因素之探討（未出版碩士論文）。國立成功大學，臺南市。 【Chang, Y.-F. (2008). Construction and related factors of motivational engagement for junior high school students (Unpublished master’s thesis). National Cheng Kung University, Tainan, Taiwan.】
- 張楓明、譚子文（2012）。學業控制因素、學業自我效能及學業緊張因素與國中生初次作弊行為之關聯性分析。教育研究集刊，58（4），51-89。doi:10.3966/102887082012125804002 【Chang, F.-M., & Tan, T.-W. (2012). Correlation analysis on academic control factors, self-efficacy, strain factors and the onset of junior high school students’ cheating behavior. Bulletin of Educational Research, 58(4), 51-89. doi:10.3966/102887082012125804002】
- 彭淑玲（2019）。知覺教師回饋、個人成就目標、學業自我效能與無聊之關係：中介效果與條件間接化效果分析。教育心理學報，51（1），83-108。doi:10.6251/bep.201909_51(1).0004 【Peng, S.-L. (2019). Perceived teacher feedbacks, personal achievement goals, and academic self-efficacy on boredom: The mediation effect and conditional indirect effect. Bulletin of Educational Psychology, 51(1), 83-108. doi:10.6251/bep.201909_51(1).0004】
- 彭淑玲、王佩琪、林宏泰（2017）。你求助嗎？個人目標導向與適應／非適應課業求助／避助行為之關係。教育心理學報，49（2），267-293。doi:10.6251/BEP.2017-49(2).0005 【Peng, S.-L., Wang, P.-C., & Lin, H.-T. (2017). Do you ask for help? Exploring the relations between achievement goal orientations and academic adaptive / nonadaptive help-seeking / help-avoidance behaviors. Bulletin of Educational Psychology, 49(2), 267-293. doi:10.6251/BEP.2017-49(2).0005】
- 程炳林（2003）。四向度目標導向模式之研究。師大學報，48（1），15-40。doi:10.29882/ JTNUE.200304.0002 【Cherng, B.-L. (2003). Study of the model of 4 dimensions goal orientations. Journal of Taiwan Normal University Education, 48(1), 15-40. doi:10.29882/JTNUE.200304.0002】
- 黃耀興（2011）。國中生考試作弊行為及其發生原因之探討（未出版碩士論文）。大葉大學，彰化縣。 【Huang, Y.-H. (2011). A study on academic cheating behaviors and its causes in junior high school students (Unpublished master’s thesis). Da-Yeh University, Changhua, Taiwan.】
- 劉家樺（2007）。國中生作弊的決定因素及其對成績之影響（未出版碩士論文）。國立臺灣大學，臺北市。 【Liu, C.-H. (2007). Determinants and effect on achievement of cheating of junior high school students (Unpublished master’s thesis). National Taiwan University, Taipei, Taiwan.】
- 謝尚旻、葉紹國（2006）。大學生的學業不誠實行為及其背景時間、運用因素之關係。高等教育，1（1），149-188。 【Hsieh, S.-M., & Yeh, S.-K. (2006). Academic dishonesty among college students and its relations to students’ background and time use. Journal of Higher Education, 1(1), 149-188.】
- 藍明智（1996）。國小學童對學業不誠實行為之認知差異分析。教育心理學報，28，195-218。doi:10.6251/BEP.19960901.8 【Lan, M.-C. (1996). An analysis of cognitive difference of academic cheating behavior in elementary school students. Bulletin of Educational Psychology, 28, 195-218. doi:10.6251/BEP.19960901.8】
- 譚華德、郝永崴、黃明月（2019）。泰文學習拼字系統之創新教學：泰語學習自我效能、學習興趣、學習焦慮及學業成就之相關研究。教育科學研究期刊，64（3），1-29。doi:10.6209/JORIES.201909_64(3).0001 【Watthanapas, N., Hao, Y.-W., & Hwang, M.-Y. (2019). Exploring learning effect on innovative Thai spelling system: Correlates among learning self-efficacy, learning interest, learning anxiety, and learning achievement. Journal of Research in Education Sciences, 64(3), 1-29. doi:10.6209/JORIES.201909_64(3).0001】
- Alt, D., & Geiger, B. (2012). Goal orientations and tendency to neutralize academic cheating: An ecological perspective. Psychological Studies, 57(4), 404-416. doi:10.1007/s12646-012-0161-y
- Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. doi:10.1037/0022-0663.84.3.261
- Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student’s learning strategies and motivation process. Journal of Educational Psychology, 80(3), 260-267. doi:10.1037/0022- 0663.80.3.260
- Anderman, E. M. (2007). The effects of personal, classroom, and school goal structures on academic cheating. In E. M. Anderman & T. B. Murdock (Eds.), Psychology of academic cheating (pp. 87-106). Burlington, MA: Elsevier.
- Anderman, E. M., Griesinger, T., & Westerfield, G. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, 90(1), 84-93. doi:10.1037/0022-0663.90.1.84
- Anderman, E. M., & Koenka, A. C. (2017). The relation between academic motivation and cheating. Theory Into Practice, 56(2), 95-102. doi:10.1080/00405841.2017.1308172
- 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. doi:10.1016/j.cedpsych.2004.02.002
- Anderman, E. M., & Murdock, T. B. (2007). The psychology of academic cheating. In E. M. Anderman & T. B. Murdock (Eds.), Psychology of academic cheating (pp. 1-8). Burlington, MA: Elsevier. doi:10.1016/B978-012372541-7/50002-4
- Bandalos, D. L. (2002). The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling. Structural Equation Modeling, 9(1), 78-102. doi:10.1207/ S15328007SEM0901_5
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
- Barzegar, K., & Khezri, H. (2012). Predicting academic cheating among the fifth grade students: Role of self-efficacy and academic self-handicapping. Journal of Life Science and Biomedicine, 2(1), 1-6.
- Bloodgood, J. M., Turnley, W. H., & Mudrack, P. E. (2010). Ethics instruction and the perceived acceptability of cheating. Journal of Business Ethics, 95(1), 23-37. doi:10.1007/s10551-009- 0345-0
- Bollen, K. A. (1989). Structural equations with latent variables. New York, NY: John Wiley & Sons.
- Bong, M. (2008). Effects of parent-child relationships and classroom goal structures on motivations, help-seeking avoidance, and cheating. The Journal of Experiment Education, 76(2), 191-217. doi:10.3200/JEXE.76.2.191-217
- Braten, I., Samuelstuen, M. S., & Strømsø, H. I. (2004). Do students’ self-efficacy beliefs moderate the effects of performance goals on self-regulatory strategy use? Educational Psychology, 24(2), 231-247. doi:10.1080/0144341032000160164
- Calabrese, R. L., & Cochran, J. T. (1990). The relationship of alienation to cheating among a sample of American adolescents. Journal of Research & Development in Education, 23(2), 65-72.
- Cizek, G. J. (1999). Cheating on tests: How to do it, detect it and prevent it. Mahwah, NJ: Lawrence Erlbaum Associates.
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Corrion, K., D’Arripe-Longueville, F., Chalabaev, A., Schiano-Lomoriello, S., Roussel, P., & Cury, F. (2010). Effect of implicit theories on judgment of cheating acceptability in physical education: The mediating role of achievement goals. Journal of Sports Sciences, 28(8), 909-919. doi:10. 1080/02640414.2010.484065
- Crown, D. F., & Spiller, M. S. (1998). Learning from the literature on collegiate cheating: A review of empirical research. Journal of Business Ethics, 17(6), 683-700. doi:10.1023/A:1017903001888
- de Bruin, G. P., & Rudnick, H. (2007). Examining the cheats: The role conscientiousness and excitement seeking in academic dishonesty. South African Journal of Psychology, 37(1), 153-164. doi:10.1177/008124630703700111
- Diamantopoulos, A., & Siguaw, J. A. (2000). Introducing LISREL: A guide for the uninitiated. Thousand Oaks, CA: Sage.
- Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169-189. doi:10.1207/s15326985ep3403_3
- Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12. doi:10.1037/0022-3514.54.1.5
- Finn, K. V., & Frone, M. R. (2004). Academic performance and cheating: Moderating role of school identification and self-efficacy. The Journal of Educational Research, 97(3), 115-121. doi:10. 3200/JOER.97.3.115-121
- Garavalia, L., Olson, E., Russell, E., & Christensen, L. (2007). How do students cheat? In E. M. Anderman & T. B. Murdock (Eds.), Psychology of academic cheating (pp. 33-55). Burlington, MA: Elsevier. doi:10.1016/B978-012372541-7/50002-8
- Hair, J. F., Jr., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Englewood Cliffs, NJ: Prentice-Hall.
- Jensen, L. A., Arnett, J. J., Feldman, S. S., & Cauffman, E. (2002). It’s wrong, but everybody does it: Academic dishonesty among high school and college students. Contemporary Educational Psychology, 27(2), 209-228. doi:10.1006/ceps.2001.1088
- Jöreskog, K. G., & Sörbom, D. (2001). LISREL (Version 8.51) [Computer software]. Lincolnwood, IL: Scientific Software International.
- Kline, R. B. (1998). Structural equation modeling. New York, NY: The Guilford Press.
- Lim, V. K. G., & See, S. K. B. (2001). Attitudes toward and intentions to report, academic cheating among students in Singapore. Ethics & Behavior, 11(3), 261-274. doi:10.1207/S15327019EB 1103_5
- McCabe, D. L., Trevino, L. K., & Butterfield, K. D. (2001). Cheating in academic institutions: A decade of research. Ethics & Behavior, 11(3), 219-232. doi:10.1207/S15327019EB1103_2
- Merriam-Webster. (1993). Webster’s third new international dictionary. Springfield, MA: Author.
- Miller, A. D., Murdock, T. B., Anderman, E. M., & Poindexter, A. L. (2007). Who are all these cheaters? Characteristic of academically dishonest students. In E. M. Anderman & T. B. Murdock (Eds.), Psychology of academic cheating (pp. 9-32). Burlington, MA: Elsevier. doi:10. 1016/B978-012372541-7/50003-6
- Murdock, T. B., & Anderman, E. M. (2006). Motivational perspectives on student cheating: Toward an intetrated model of academic dishonesty. Educational Psychologist, 41(3), 129-145. doi:10. 1207/s15326985ep4103_1
- Murdock, T. B., Hale, N. M., & Weber, M. J. (2001). Predictors of cheating among early adolescents: Academic and social motivation. Contemporary Educational Psychology, 26(1), 96-115. doi:10. 1006/ceps.2000.1046
- Murdock, T. B., Miller, A. D., & Goetzinger, A. (2007). Effects of classroom context on university students’ judgments about cheating: Mediating and moderating process. Social Psychology of Education, 10(2), 141-169. doi:10.1007/s11218-007-9015-1
- Niiya, Y., Ballantyne, R., North, M. S., & Crocker, J. (2008). Gender, contingencies of self-worth, and achievement goals as predictors of academic cheating in a controlled laboratory setting. Basic and Applied Social Psychology, 30(1), 76-83. doi:10.1080/01973530701866656
- Orosz, G., Farkas, D., & Roland-Lévy, C. (2013). Are competition and extrinsic motivation reliable predictors of academic cheating? Frontiers in Psychology, 4, 1-16. doi:10.3389/fpsyg.2013. 00087
- Pavlin-Bernardic’, N., Rovan, D., & Pavlovic’, J. (2017). Academic cheating in mathematics classes: A motivational perspective. Ethics & Behavior, 27(6), 486-501. doi:10.1080/10508422.2016. 1265891
- Rubio, D. M., Berg-Weger, M., & Tebb, S. S. (2001). Using structural equation modeling to test for multidimensionality. Structural Equation Modeling, 8(4), 613-626. doi:10.1207/S15328007 SEM0804_06
- Schab, F. (1991). Schooling without learning: Thirty years of cheating in high school. Adolescence, 26(104), 839-847.
- Sierra, J. J., & Hyman, M. R. (2006). A dual-process model of cheating intentions. Journal of Marketing Education, 28(3), 193-204. doi:10.1177/0273475306291464
- Tas, Y., & Tekkaya, C. (2010). Personal and contextual factors associated with students’ cheating in science. The Journal of Experimental Education, 78(4), 440-463. doi:10.1080/0022097090354 8046
- Van Yperen, N. W., Hamstra, M. R. W., & van der Klauw, M. (2011). To win, or not to lose, at any cost: The impact of achievement goals on cheating. British Journal of Management, 22(1), S5-S15. doi:10.1111/j.1467-8551.2010.00702.x
- Whitley, B. E., Jr. (1998). Factors associated with cheating among college students: A review. Research in Higher Education, 39(3), 235-274.
- Whitley, B. E., Jr., Nelson, A. B., & Jones, C. J. (1999). Gender differences in cheating attitudes and classroom cheating behavior: A meta-analysis. Sex Role, 41(9-10), 657-680.
- Yang, S. C. (2012). Attitudes and behaviors related to academic dishonesty: A survey of Taiwanese graduate students. Ethics & Behavior, 22(3), 218-237. doi:10.1080/10508422.2012.672904
- Yang, S. C., Huang, C. L., & Chen, A. S. (2013). An investing of college students’ perceptions of academic dishonesty, reasons for dishonesty, achievement goals, and willingness to report dishonesty behavior. Ethics & Behavior, 23(6), 501-522. doi:10.1080/10508422.2013.802651