Academic cheating, achievement orientations, and culture values

• Verfasst von: Zhao, Li [VerfasserIn]
• Verfasst von: Yang, Xinchen [VerfasserIn]
• Verfasst von: Yu, Xinyi [VerfasserIn]
• Verfasst von: Zheng, Jiaxin [VerfasserIn]
• Verfasst von: Mao, Haiying [VerfasserIn]
• Verfasst von: Fu, Genyue [VerfasserIn]
• Verfasst von: Fang, Fang [VerfasserIn]
• Verfasst von: Lee, Kang [VerfasserIn]
• Titel: Academic cheating, achievement orientations, and culture values
• Titelzusatz: A Meta-Analysis
• Verf.angabe: Li Zhao, Xinchen Yang, Xinyi Yu, Jiaxin Zheng, Haiying Mao, Genyue Fu, Fang Fang, and Kang Lee
• Ausgabe: OnlineFirst
• Jahr: 2024
• Fussnoten: Online veröffentlicht: 13. November 2024 ; Gesehen am 26.06.2025
• Titel Quelle: Enthalten in: Review of educational research
• Ort Quelle: Thousand Oaks, CA : Sage, 1931
• Jahr Quelle: 2024
• Band/Heft Quelle: (2024), OnlineFirst
• ISSN Quelle: 1935-1046
• DOI: doi:10.3102/00346543241288240
• Datenträger: Online-Ressource
• Sprache: eng
• K10plus-PPN: 1929061978

Abstract

This preregistered meta-analysis investigated whether cultural values moderate the relations between students’ achievement orientations and their tendency to cheat. We identified 80 studies on the associations between performance/learning orientations and academic cheating in 27 countries with 40,867 participants. Performance orientation positively correlates with academic cheating (r = .09, 95% CI = 0.04 to 0.13), and learning orientation negatively correlates with academic cheating (r = −.16, 95% CI = −0.20 to -0.13). Univariate meta-analysis, hierarchical meta-regression, and meta-analytic structural equation modeling (MASEM) revealed that cultural values at the country level significantly moderate the relations between achievement orientations and cheating. These findings suggested that cultural values play a significant role in influencing the relations between achievement orientations and academic cheating, and, thus, cheating prevention programs must consider culture to achieve optimal effects. Based on these findings, we propose a new model that integrates cultural values into the existing model of academic cheating decision-making.