The relationships among students' achievement goals, willingness to report academic dishonesty, and engaging in academic dishonesty

Chiao-Ling Huang1, Shu Ching Yang2, An-Sing Chen3
1Graduate Institute of Education , National Sun Yat-sen University, Taiwan
2Graduate Institute of Education, National Sun Yat-sen University, Taiwan
3Department of Finance, National Chung Cheng University, Taiwan
Cite this article:  Huang, C.-L., Yang, S. C., & Chen, A.-S. (2015). The relationships among students' achievement goals, willingness to report academic dishonesty, and engaging in academic dishonesty. Social Behavior and Personality: An international journal, 43(1), 27-38.

Volume 43 Issue 1 | e3634 | Published: February 2015 | DOI: https://doi.org/10.2224/sbp.2015.43.1.27

Abstract
Full Text
References
Tables and Figures
Acknowledgements
Author Contact

Using canonical correlation analysis (CCA), we investigated multivariate relationships among achievement goals, willingness to report academic dishonesty (AD), reasons for engaging in AD, and engagement in various AD behaviors. The sample included 431 Taiwanese university students. The CCA showed that, compared to others, students with a mastery approach or a performance approach/avoidance and greater willingness to report peers’ AD were less likely to report feeling incompetent as a reason for engaging in AD, but were more likely to report that they engaged in AD because of self-promotion and self-interest. The CCA also showed that students who had less of a mastery approach and greater tolerance of AD tended to engage in various types of AD.

Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.