Abstract
This study examined the relationships between motivational beliefs, defined as self-efficacy for self-regulated learning and achievement goals, engagement and academic cheating in the context of learning biology. Gender differences across these variables were also examined and both active and second-party types of cheating were included. Based on the hierarchical model of achievement motivation, we hypothesized that achievement goals and engagement would play a mediating role between self-efficacy for self-regulated learning and academic cheating. Participants were 283 high school students from Croatia. Data were collected using (1) the Self-Efficacy for Self-Regulated Learning Scale, (2) the Achievement Goals Scale (subscales: mastery-approach, mastery-avoidance, performance-approach, performance-avoidance, work-avoidance), (3) the Engagement in Learning Biology Scale (subscales: behavioural, cognitive, and emotional engagement), and (4) the Academic Cheating Scale (subscales: active and second-party cheating). The results demonstrated that girls exhibited higher self-efficacy for self-regulated learning, mastery achievement goals, and engagement, while boys exhibited higher work-avoidance goals. No gender differences were found in academic cheating. Mediational analysis revealed that behavioral engagement was a mediator between self-efficacy for self-regulated learning and active cheating. The findings of the present study demonstrate the importance of motivation and engagement in understanding academic cheating and in preventing this unethical behavior.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Change history
09 December 2019
The two figures in this article were unfortunately printed in the wrong order due to an error at Springer’s offices.
Notes
Multigroup analysis was used to test gender differences in regression paths between girls and boys. Model in which regression paths were freely estimated had equally good fit to our data as model in which regression paths were constrained (∆χ2 = 25.37, ∆df = 19, p = .15). Therefore, the relationships between variables did not differ between girls and boys.
References
Alt, D. (2015). Assessing the connection between self-efficacy for learning and justifying academic cheating in higher education learning environments. Journal of Academic Ethics, 13(1), 77–90. https://doi.org/10.1007/s10805-015-9227-5.
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: Elsevier Academic. https://doi.org/10.1016/B978-012372541-7/50008-5.
Anderman, E. M., & Danner, F. (2008). Achievement goals and academic cheating. Revue Internationale de Psychologie Sociale, 21(1-2), 115–180.
Anderman, E. M., & Koenka, A. C. (2017). The relation between academic motivation and cheating. Theory Into Practice, 56(2), 95–102. https://doi.org/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. https://doi.org/10.1016/j.cedpsych.2004.02.002.
Anderman, E. M., & Patrick, H. (2012). Achievement goal theory, conceptualization of ability/intelligence, and classroom climate. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 173–191). New York: Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-2018-7_8.
Anderman, E. M., & Young, A. J. (1994). Motivation and strategy use in science: individual differences and classroom effects. Journal of Research in Science Teaching, 31(8), 811–831. https://doi.org/10.1002/tea.3660310805.
Anderman, E. M., Griesinger, T., & Westerfield, G. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, 90(1), 84–93. https://doi.org/10.1037/0022-0663.90.1.84.
Apostolou, M. (2015). Four personal achievement goals and self-reported cheating behavior. International Journal of School and Cognitive Psychology, S2, 1–7. https://doi.org/10.4172/2469-9837.S2-010.
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: critical, conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386. https://doi.org/10.1002/pits.20303.
Bandalos, D. L., & Gagné, P. (2012). Simulation methods in structural equation modeling. In R. H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 92–108). New York: Guilford.
Bandura, A. (1986). Prentice-Hall series in social learning theory. Social foundations of thought and action: a social cognitive theory. Englewood Cliffs: Prentice-Hall, Inc..
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Adolescence and education (Vol. 5: Self-efficacy beliefs of adolescents, pp. 307–337). Greenwich, CT: Information Age.
Baranik, L. E., Stanley, L. J., Bynum, B. H., & Lance, C. E. (2010). Examining the construct validity of mastery-avoidance achievement goals: a meta-analysis. Human Performance, 23, 265–282. https://doi.org/10.1080/08959285.2010.488463.
Berenbaum, S. A. (1999). Effects of early androgens on sex-typed activities and interests in adolescents with congenital adrenal hyperplasia. Hormones and Behavior, 35(1), 102–110. https://doi.org/10.1006/hbeh.1998.1503.
Bong, M. (1997). Generality of academic self-efficacy judgments: evidence of hierarchical relations. Journal of Educational Psychology, 89(4), 696–709. https://doi.org/10.1037/0022-0663.89.4.696.
Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: self-efficacy, task value, and achievement goals. Journal of Educational Psychology, 93(1), 23–34. https://doi.org/10.1037/0022-0663.93.1.23.
Bong, M. (2008). Effects of parent-child relationships and classroom goal structures on motivation, help-seeking avoidance, and cheating. The Journal of Experimental Education, 76(2), 191–217. https://doi.org/10.3200/JEXE.76.2.191-217.
Brdar, I., Rijavec, M., & Loncaric, D. (2006). Goal orientations, coping with school failure and school achievement. European Journal of Psychology of Education, 21(1), 53–70. https://doi.org/10.1007/BF03173569.
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford.
Butterfield, K. D., McCabe, D., & Treviño, L. K. (1999). Academic integrity in honor code and non-honor code environments: a qualitative investigation. The Journal of Higher Education, 70(2), 211–234. https://doi.org/10.1080/00221546.1999.11780762.
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, 65–72.
Caprile, M., Palmén, R., Sanz, P., & Dente, G. (2015). Encouraging STEM studies: labour market situation and comparison of practices targeted at young people in different member states. Policy Department A: Economic and Scientific Policy; European Parliament. http://www.europarl.europa.eu/RegData/etudes/STUD/2015/542199/IPOL_STU(2015)542199_EN.pdf. Accessed 20 Feb 2019.
Carpenter, S. L. (2007). A comparison of the relationships of students’ self-efficacy, goal orientation, and achievement across grade levels: a meta-analysis (Master thesis). https://pdfs.semanticscholar.org/6cf9/b85e24bf16cf757e392dc3a0592cb860d2f9.pdf.
Carrell, S. E., Malmstrom, F. V., & West, J. E. (2008). Peer effects in academic cheating. Journal of Human Resources, 43(1), 173–207. https://doi.org/10.2139/ssrn.842224.
Cellar, D. F., Stuhlmacher, A. F., Young, S. K., Fisher, D. M., Adair, C. K., Haynes, S., Twichell, E., Arnold, K. A., Royer, K., Denning, B. L., & Riester, D. (2011). Trait goal orientation, self-regulation, and performance: a meta-analysis. Journal of Business and Psychology, 26(4), 467–483. https://doi.org/10.1007/s10869-010-9201-6.
Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Epilogue. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 813–817). New York: Springer + Business Media. https://doi.org/10.1007/978-1-4614-2018-7_8.
Chudzicka-Czupała, A., Grabowski, D., Mello, A. L., Kuntz, J., Zaharia, D. V., Hapon, N., & Börü, D. (2016). Application of the theory of planned behavior in academic cheating research—cross-cultural comparison. Ethics & Behavior, 26(8), 638–659. https://doi.org/10.1080/10508422.2015.1112745.
Cizek, G. J. (2004). Cheating in academics. In C. Spielberger (Ed.), Encyclopaedia of applied psychology (pp. 307–311). San Diego: Academic.
Conner, J. O., & Pope, D. C. (2013). Not just robo-students: why full engagement matters and how schools can promote it. Journal of Youth and Adolescence, 42(9), 1426–1442. https://doi.org/10.1007/s10964-013-9948-y.
Cuff, B. M. P. (2017). Perceptions of subject difficulty and subject choices: are the two linked, and if so, how? Coventry: Ofqual. https://doi.org/10.13140/RG.2.2.27964.54405.
Dekker, S., Krabbendam, L., Lee, N. C., Boschloo, A., de Groot, R., & Jolles, J. (2013). Sex differences in goal orientation in adolescents aged 10-19: the older boys adopt work-avoidant goals twice as often as girls. Learning and Individual Differences, 26, 196–200. https://doi.org/10.1016/j.lindif.2012.07.011.
Dignath, C., Büttner, G., & Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129. https://doi.org/10.1016/j.edurev.2008.02.003.
Dowson, M., & McInerney, D. M. (2004). The development and validation of the goal orientation and learning strategies survey (GOALS-S). Educational and Psychological Measurement, 64(2), 290–310. https://doi.org/10.1177/0013164403251335.
Eisenberg, J. (2004). To cheat or not to cheat: effects of moral perspective and situational variables on students’ attitudes. Journal of Moral Education, 33(2), 163–178. https://doi.org/10.1080/0305724042000215276.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 149–169. https://doi.org/10.1207/s15326985ep3403_3.
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. https://doi.org/10.1037/0022-3514.72.1.218.
Elliot, A. J., & Hulleman, C. S. (2017). Achievement goals. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: theory and application (pp. 43–60). New York: Guilford.
Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519. https://doi.org/10.1037/0022-3514.80.3.501.
Elliot, A. J., & Sheldon, K. M. (1997). Avoidance achievement motivation: a personal goals analysis. Journal of Personality and Social Psychology, 73(1), 171–185. https://doi.org/10.1037/0022-3514.73.1.171.
Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: a mediational analysis. Journal of Educational Psychology, 91(3), 549–563. https://doi.org/10.1037/0022-0663.91.3.549.
Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 x 2 achievement goal model. Journal of Educational Psychology, 103(3), 632–648. https://doi.org/10.1037/a0023952.
Eum, K., & Rice, K. G. (2011). Test anxiety, perfectionism, goal orientation, and academic performance. Anxiety, Stress, & Coping, 24(2), 167–178. https://doi.org/10.1080/10615806.2010.488723.
Farnese, M. L., Tramontano, C., Fida, R., & Paciello, M. (2011). Cheating behaviors in academic context: does academic moral disengagement matter? Procedia – Social and Behavioral Sciences, 29, 356–365. https://doi.org/10.1016/j.sbspro.2011.11.250.
Finn, K. V., & Frone, M. R. (2004). Academic performance and cheating: moderating role of school identification and self-efficacy. Journal of Educational Research, 97(3), 115–122. https://doi.org/10.3200/JOER.97.3.115-121.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059.
Friedel, J. M., Cortina, K. S., Turner, J. C., & Midgley, C. (2007). Achievement goals, efficacy beliefs and coping strategies in mathematics: the role of perceived parent and teacher goal emphases. Contemporary Educational Psychology, 32(3), 48–73. https://doi.org/10.1016/j.cedpsych.2006.10.009.
Gilligan, C. (1982). In a different voice: psychological theory and women’s development. Cambridge: Harvard University Press.
Greene, B., Debacker, T., Ravindran, B., & Krows, J. (1999). Goals, values, and beliefs as predictors of achievement and effort in high school mathematics classes. Sex roles: A Journal of Research, 40(5-6), 421–458. https://doi.org/10.1023/A:1018871610174.
Hanchon, T. A. (2010). The relations between perfectionism and achievement goals. Personality and Individual Differences, 49, 885–890. https://doi.org/10.1016/j.paid.2010.07.023.
Harackiewicz, J. M., Barron, K. E., Carter, S. M., Leto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: maintaining interest and making the grade. Journal of Personality and Social Psychology, 73(6), 1284–1295. https://doi.org/10.1037/0022-3514.73.6.1284.
Heene, M., Hilbert, S., Draxler, C., Ziegler, M., & Bühner, M. (2011). Masking misfit in confirmatory factor analysis by increasing unique variances: a cautionary note on the usefulness of cutoff values of fit indices. Psychological Methods, 16(3), 319–336. https://doi.org/10.1037/a0024917.
Ho, M.-h. R., Stark, S., & Chernyshenko, O. (2012). Graphical representation of structural equation models using path diagrams. In R. H. Hoyle (Ed.), Handbook of structural equation modelling (pp. 43–55). New York: Guilford.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118.
Huang, C. (2016). Achievement goals and self-efficacy: a meta-analysis. Educational Research Review, 19, 119–137. https://doi.org/10.1016/j.edurev.2016.07.002.
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. https://doi.org/10.1037/a0018947.
Jokić, B., & Ristić Dedić, Z. (2014). Postati student u Hrvatskoj [Becoming a student in Croatia]. Zagreb: Agencija za znanost i visoko obrazovanje. Postati student u Hrvatskoj. https://www.azvo.hr/images/stories/publikacije/Postati_student_u_Hrvatskoj.pdf. Accessed 5 August 2019.
Jokić, B., Ristić Dedić, Z. Erceg, I., Košutić, I., Kuterovac Jagodić, G., Marušić, I. et al. (2019). Obrazovanje kao cilj, želja i nada [Education as a goal, wish, and hope]. Zagreb: Institut za društvena istraživanja u Zagrebu. http://www.idi.hr/aspiracije/zi_cobras.pdf. Accessed 20 Feb 2019.
Jordan, A. E. (2001). College student cheating: the role of motivation, perceived norms, attitudes, and knowledge of institutional policy. Ethics & Behavior, 11(3), 233–247. https://doi.org/10.1207/S15327019EB1103_3.
King, R. B. (2016). Gender differences in motivation, engagement and achievement are related to students’ perceptions of peer—but not of parent or teacher—attitudes toward school. Learning and Individual Differences, 52, 60–71. https://doi.org/10.1016/j.lindif.2016.10.006.
King, R. B., & McInerney, D. M. (2014). The work-avoidance goal construct: examining its structure, antecedents, and consequences. Contemporary Educational Psychology, 39(1), 42–58. https://doi.org/10.1016/j.cedpsych.2013.12.002.
Kuntz, J. C., & Butler, C. (2014). Exploring individual and contextual antecedents of attitudes toward cheating and plagiarism. Ethics & Behavior, 24, 478–494. https://doi.org/10.1080/10508422.2014.908380.
Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self- efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcomes. Contemporary Educational Psychology, 33(4), 486–512. https://doi.org/10.1016/j.cedpsych.2007.08.001.
Lin, C.-H. S., & Wen, L.-Y. M. (2007). Academic dishonesty in higher education—a nationwide study in Taiwan. Higher Education, 54(1), 85–97. https://doi.org/10.1007/s10734-006-9047-z.
Lochbaum, M., & Gottardy, J. (2015). A meta-analytic review of the approach-avoidance achievement goals and performance relationships in the sport psychology literature. Journal of Sport and Health Science, 4(2), 164–173. https://doi.org/10.1016/j.jshs.2013.12.004.
MacKinnon, D. P., Lockwood, C. M., & Williams, J. (2004). Confidence limits for the indirect effect: distribution of the product and resampling methods. Multivariate Behavioral Research, 39(1), 99–128. https://doi.org/10.1207/s15327906mbr3901_4.
McCabe, D. L., Treviño, L. K., & Butterfield, K. D. (2001). Cheating in academic institutions: a decade of research. Ethics & Behavior, 11(3), 219–232. https://doi.org/10.1207/S15327019EB1103_2.
McCabe, D. L., Feghali, T., & Abdallah, H. (2008). Academic dishonesty in the Middle East: individual and contextual factors. Research in Higher Education, 49(5), 451–467. https://doi.org/10.1007/s11162-008-9092-9.
McEachan, R. R. C., Conner, M., Taylor, N. J., & Lawton, R. J. (2011). Prospective prediction of health-related behaviours with the theory of planned behaviour: a meta-analysis. Health Psychology Review, 5(2), 97–144. https://doi.org/10.1080/17437199.2010.521684.
McKibban, A. R., & Burdsal, C. A. (2013). Academic dishonesty: an in-depth investigation of assessing measurable constructs and a call for consistency in scholarship. Journal of Academic Ethics, 11(3), 185–197. https://doi.org/10.1007/s10805-013-9187-6.
Meece, J. L., & Jones, M. G. (1996). Gender differences in motivation and strategy use in science: are girls rote learners? Journal of Research in Science Teaching, 33(4), 393–406. https://doi.org/10.1002/(SICI)1098-2736(199604)33:4<393::AID-TEA3>3.0.CO;2-N.
Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006a). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57(1), 487–503. https://doi.org/10.1146/annurev.psych.56.091103.070258.
Meece, J. L., Glienke, B. B., & Burg, S. (2006b). Gender and motivation. Journal of School Psychology, 44(5), 351–373. https://doi.org/10.1016/j.jsp.2006.04.004.
Metallidou, P., & Vlachou, A. (2007). Motivational beliefs, cognitive engagement, and achievement in language and mathematics in elementary school children. International Journal of Psychology, 42(1), 2–15. https://doi.org/10.1080/00207590500411179.
Michou, A., Mouratidis, A., Lens, W., & Vansteenkiste, M. (2013). Personal and contextual antecedents of achievement goals: their direct and indirect relations to students’ learning strategies. Learning and Individual Differences, 23, 187–194. https://doi.org/10.1016/j.lindif.2012.09.005.
Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: an underexplored aspect of goal theory. Journal of Educational Psychology, 89(4), 710–718. https://doi.org/10.1037/0022-0663.89.4.710.
Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93(1), 77–86. https://doi.org/10.1037/0022-0663.93.1.77.
Mih, V., Mih, C., & Dragoş, V. (2015). Achievement goals and behavioral and emotional engagement as precursors of academic adjusting. Procedia - Social and Behavioral Sciences, 209, 329–336. https://doi.org/10.1016/j.sbspro.2015.11.243.
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. https://doi.org/10.1207/s15326985ep4103_1.
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. https://doi.org/10.1006/ceps.2000.1046.
Niemec, C. P., & Ryan, R. M. (2009). Autonomy, competence and relatedness in the classroom: applying self-determination theory to educational practice. Theory and Reaserch in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318.
Nora, W. Y., & Zhang, K. C. (2010). Motives of cheating among secondary students: the role of self-efficacy and peer influence. Asia Pacific Education Review, 11(4), 573–584. https://doi.org/10.1007/s12564-010-9104-2.
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. https://doi.org/10.1080/0950069032000032199.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543.
Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory Into Practice, 41(2), 116–125. https://doi.org/10.1207/s15430421tip4102_8.
Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: a function of gender orientation? Contemporary Educational Psychology, 26(3), 366–381. https://doi.org/10.1006/ceps.2000.1069.
Pajares, F., Miller, M. D., & Johnson, M. J. (1999). Gender differences in writing self-beliefs of elementary school students. Journal of Educational Psychology, 91(1), 50–61. https://doi.org/10.1037//0022-0663.91.1.50.
Panadero, E. (2017). A review of self-regulated learning: six models and four directions for research. Frontiers in Psychology, 8(422). https://doi.org/10.3389/fpsyg.2017.00422.
Pavlin-Bernardić, N., Rovan, D., & Pavlović, J. (2017a). Academic cheating in mathematics classes: A motivational perspective. Ethics & Behavior, 27(6), 486–501. https://doi.org/10.1080/10508422.2016.1265891.
Pavlin-Bernardić, N., Putarek, V., Rovan, D., Petričević, E., & Vlahović-Štetić, V. (2017b). Students' engagement in learning physics: A subject-specificapproach. In I. Burić (Ed.), 20th Psychology days in Zadar: Book of selected proceedings (pp. 193−203). Zadar: University of Zadar.
Payne, S. C., Longcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1), 128–150. https://doi.org/10.1037/0021-9010.92.1.128.
Petrak, O., & Bartolac, A. (2014). Academic dishonesty amongst the students of health studies. Croatian Journal of Education, 16(1), 81–117.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x.
Rovan, D. (2011). Odrednice odabira ciljeva pri učenju matematike u visokom obrazovanju. [Achievement goals in learning mathematics in higher education] (Unpublished doctoral disertation). Zagreb, Croatia: University of Zagreb.
Salmela-Aro, K., & Upadyaya, K. (2014). School burnout and engagement in the context of demands–resources model. British Journal of Educational Psychology, 84(1), 137–151. https://doi.org/10.1111/bjep.12018.
Schab, F. (1991). Schooling without learning: thirty years of cheating in high school. Adolescence, 26(104), 839–847.
Senko, C., & Dawson, B. (2017). Performance-approach goal effects depend on how they are defined: meta-analytic evidence from multiple educational outcomes. Journal of Educational Psychology, 109(4), 574–598. https://doi.org/10.1037/edu0000160.
Sheeran, P. (2002). Intention–behavior relations: a conceptual and empirical review. European Review of Social Psychology, 12(1), 1–36. https://doi.org/10.1080/14792772143000003.
Šimić Šašić, S., & Klarin, M. (2009). Varanje u srednjim školama u Hrvatskoj i u Bosni i Hercegovini. [High school cheating in Croatia and Bosnia and Herzegovina]. Društvena istraživanja, 18(6), 999–1022.
Skinner, E. A., Pitzer, J. R., & Steele, J. S. (2013). Coping as part of motivational resilience in school: a multi-dimensional measure of families, allocations, and profiles of academic coping. Journal of Educational and Psychological Measurement, 73, 803–835. https://doi.org/10.1177/0013164413485241.
Skinner, E. A., Pitzer, J. R., & Steele, J. S. (2016). Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school? Developmental Psychology, 52(12), 2099–2117. https://doi.org/10.1037/dev0000232.
Smith, M., Duda, J., Allen, J., & Hall, H. (2002). Contemporary measures of approach and avoidance orientations: similarities and differences. British Journal of Educational Psychology, 72(2), 155–190. https://doi.org/10.1348/000709902158838.
Stephens, J. M., & Gehlbach, H. (2007). Under pressure and under-engaged: motivational profiles and academic cheating in high school. In E. Anderman & T. Murdock (Eds.), The psychology of academic cheating (pp. 107–139). Amsterdam: Academic.
Usher, E. L., & Pajares, F. (2008). Self efficacy for self-regulated learning: a validation study. Educational and Psychological Measurement, 68(3), 443–463. https://doi.org/10.1177/0013164407308475.
Van Yperen, N. W., Hamstra, M. R., & 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), 5–15. https://doi.org/10.1111/j.1467-8551.2010.00702.x.
Van Yperen, N. W., Blaga, M., & Postmes, T. (2015). A meta-analysis of the impact of situationally induced achievement goals on task performance. Human Performance, 28(2), 165–182. https://doi.org/10.1080/08959285.2015.1006772.
Wang, M. T., Willett, J. B., & Eccles, J. S. (2011). The assessment of school engagement: examining dimensionality and measurement invariance by gender and race/ethnicity. Journal of School Psychology, 49(4), 465–480. https://doi.org/10.1016/j.jsp.2011.04.001.
Wang, Z., Bergin, C., & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth grade classrooms: the classroom engagement inventory. School Psychology Quarterly, 29(4), 517–535. https://doi.org/10.1037/spq0000050.
West, S. G., Taylor, A. B., & Wu, W. (2012). Model fit and model selection in structural equation modeling. In R. H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 209–231). New York: Guilford.
Whitley, B. E., Nelson, A. B., & Jones, C. J. (1999). Gender differences in cheating attitudes and classroom cheating behavior: a meta-analysis. Sex Roles: A Journal of Research, 41(9–10), 657–680. https://doi.org/10.1023/A:1018863909149.
Wimmer, S., Lackner, H. K., Papousek, I., & Paechter, M. (2018). Goal orientations and activation of approach versus avoidance motivation while awaiting an achievement situation in the laboratory. Frontiers in Psychology, 9, 1–10. https://doi.org/10.3389/fpsyg.2018.01552.
Wolters, C. A. (2004). Advancing achievement goals theory: using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96(2), 236–250. https://doi.org/10.1037/0022-0663.96.2.236.
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. https://doi.org/10.1080/10508422.2013.802651.
Yardley, J., Rodríguez, M. D., Bates, S. C., & Nelson, J. (2009). True confessions?: alumni’s retrospective reports on undergraduate cheating behaviors. Ethics & Behavior, 19(1), 1–14. https://doi.org/10.1080/10508420802487096.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339.
Zimmerman, B. J. (2000). Attaining self-regulation: a social cognitive perspective. In M. Boekaerts, M. Zeidner, & P. R. Pintrich (Eds.), Handbook of self-regulation (pp. 13–39). San Diego: Academic.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59. https://doi.org/10.1037/0022-0663.82.1.51.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
The authors declare that they have no conflict of interest.
Additional information
Publisher’s note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Vanja Putarek
Her current themes of research are mostly related to metacognition and motivation in education. She participated in research projects, which were aimed at examining the relationships between motivational beliefs (subjective task value, self-efficacy, self-efficacy in self-regulated learning) and their outcomes (engagement, grit, achievement, academic cheating, academic achievement) at elementary and high school level, but also at the university level. Her PhD thesis is focused on the role of the metacognition in biased mathematical problem solving, as well as the instruction methods that could decrease these biases.
List of relevant articles in the field of psychology of education:
Putarek, V., Rovan, D., & Vlahović-Štetić, V. (2016). Odnos uključenosti u učenje fizike s ciljevima postignuća, subjektivnom vrijednosti i zavisnim samopoštovanjem [The Relationship Between Engagement in Physics, Achievement Goals, Subjective Values and Self- Worth Contingencies]. Društvena istraživanja, 25(1), 107–129.
Modić Stanke, K., & Putarek, V. (2016). Odrednice interesa studenata za društveno korisno učenje [Determinants of students' interest in service learning. In M. Orel (Ed.), International Conference EDUvision 2016 "Modern Approaches to Teaching the Coming Generations" (pp. 1105–1117). Ljubljana: EDUVISION.
Putarek, V., Kozina, M., & Vlahović-Štetić, V. (2017). Predictors and outcomes of test anxiety. In: K. A. Moore & P. Buchwald (Eds.), Stress and anxiety - coping and resilience (pp. 115–126). Berlin: Logos Verlag Berlin GmbH.
Putarek, V. (2018). Pregled teorijskih okvira i suvremenih pristupa za poticanje konceptualnog i proceduralnog znanja u matematici [An Overview of Theoretical Frameworks and Contemporary Approaches for Facilitating Conceptual and Procedural Knowledge in Mathematics]. Psihologijske teme, 27(3), 453–479.
Putarek, V., & Vlahović-Štetić, V. (2019). Metacognitive feelings, conflict detection and illusion of linearity. Psychological Topis, 28(1), 171–192. doi: https://doi.org/10.31820/pt.28.1.91
Nina Pavlin-Bernardić
Nina Pavlin-Bernardić is associate professor at the University of Zagreb, Department of Psychology. Her PhD thesis was entitled “Mathematical problem solving strategies: testing childen's strategy choices and discoveries model”. Currently she is focused on motivation in education. She was a principal investigator of projects that were aimed at examining the relationships between motivational beliefs (subjective task value, self-efficacy, self-efficacy in self-regulated learning) and their outcomes (engagement, grit, achievement, academic cheating, academic achievement) at elementary and high school level, but also at the university level.
List of relevant articles in the field of psychology of education:
Pavlin-Bernardić, N., Ravić, S., & Matić, I. P. (2016). The application of artificial neural networks in predicting children's giftedness. Suvremena psihologija, 19(1), 49–60.
Pavlin-Bernardić, N., Rovan, D., & Marušić, A. (2017). Students' motivation for learning mathematics in mathematical and language-program gymnasiums. Croatian Journal of Education, 19(1), 93–115.
Pavlin-Bernardić, N., Rovan, D., & Pavlović, J. (2017). Academic cheating in mathematics classes: A motivational perspective. Ethics & Behavior, 27(6), 486–501.
Rovan, D., Šimić, K., & Pavlin-Bernardić, N. (2017). Odnos motivacijskih i epistemičkih uvjerenja s uključenosti učenika u učenje kemije [The relationship between epistemic and motivational beliefs and student engagement in chemistry]. Psihologijske teme, 26(3), 649–673.
Pavlin-Bernardić, N., Putarek, V., Rovan, D., Petričević, E., & Vlahović-Štetić, V. (2017). Students' engagement in learning physics: A subject-specific approach. In I. Burić (Ed.), 20th Psychology Days in Zadar: Book of selected proceedings (pp. 193–203). Zadar: University of Zadar.
The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating
The original version of this article was revised: The two figures in this article were unfortunately printed in the wrong order due to an error at Springer's offices. Our sincere apologies for any confusion this may have caused. Please find the figures in the correct order below.
Rights and permissions
About this article
Cite this article
Putarek, V., Pavlin-Bernardić, N. The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating. Eur J Psychol Educ 35, 647–671 (2020). https://doi.org/10.1007/s10212-019-00443-7
Received:
Revised:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10212-019-00443-7