| Abstract: | This study examined the relations between middle school students' self-reported cheating and several indicators of academic and social motivation. It was hypothesized that students' academic self-efficacy and personal and classroom goal orientations would predict cheating. Social motivations were presumed to predict cheating above and beyond achievement motivation. Four dimensions of relationships within schools were measured: participation structure, teacher commitment and competence, teacher respect, and sense of school belonging. Logistic regression analyses were used to predict classification as a cheater or noncheater. Although academic motivation variables predicted cheating, the addition of the relationship variables significantly improved the classification rates. The final model included grade in school, academic self-efficacy, extrinsic goal orientation, participation structure, teacher commitment, and teacher respect. Copyright 2001 Academic Press. |
