Skip to main content
SpringerLink
Log in

When and why people don’t accept cheating: self-transcendence values, social responsibility, mastery goals and attitudes towards cheating

  • Original Paper
  • Published:
Motivation and Emotion Aims and scope Submit manuscript

Abstract

Although self-transcendence values have received top rankings as moral values, research has yet to show how they relate to cheating. In two studies, (N = 129) and (N = 122), we analyze the indirect motivational path between self-transcendence values and acceptance of cheating. Both studies were carried out with third-year students in an international management school: Study 1 included 58 male and 65 female students (six missing values), mean age: 22.38 (SD = 1.60). The study 2 sample comprised 46 male and 73 female students, (three missing values), mean age: 22.01 (SD = 1.74). We find that adherence to self-transcendence values positively predicts a social-responsibility driven motivation to study, namely wanting to study to help improve society. This, in turn, predicts the adoption of study-related mastery-approach achievement goals, characterized by a desire to understand course material. These learning-oriented goals negatively predict the acceptance of cheating. Study 2 also reveals that exposing individuals to representations of society characterized by opposing self-enhancement values of power and achievement is sufficient to render non-significant the negative relation between self-transcendence values and acceptance of cheating. The theoretical and practical significance of understanding motivational connections between higher-order life values and context-specific acceptance of dishonest behaviors is discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5

Similar content being viewed by others

Notes

  1. In the original study material, in addition to testing the path model, there were three experimental conditions, which did not impact the dependent variable. They were therefore not considered in the analyses. Adding them as control variables does not change the path model result.

  2. Empirical material and data samples may be accessed by contacting the first author.

References

  • Ahmad, K. Z., Veerapandian, K. A., & Ghee, W. Y. (2011). Person–environment fit: The missing link in the organisational culture–commitment relationship. International Journal of Business and Management, 6, 11–20.

    Article  Google Scholar 

  • Anderman, L., & Anderman, E. (1999). Social predictors of change in students’ achievement goal orientations. Contemporary Educational Psychology, 25, 21–37.

    Article  Google Scholar 

  • Anderman, E. M., Griesinger, T., & Westerfield, G. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, 90, 84–93.

    Article  Google Scholar 

  • Argyris, C., & Schon, D. A. (1978). Organizational learning. Reading, MA: Addison-Wesley.

    Google Scholar 

  • Bandura, A. (2002). Selective moral disengagement in the exercise of moral agency. Journal of Moral Education, 31, 101–119.

    Article  Google Scholar 

  • Beck, J. (1999). Makeover or takeover? The strange death of educational autonomy in neo-liberal England. British Journal of Sociology of Education, 20, 223–238.

    Article  Google Scholar 

  • Berkowitz, L., & Lutterman, K. G. (1968). The traditional socially responsible personality. Public Opinion Quarterly, 32, 169–185.

    Article  Google Scholar 

  • Berman, S. (1997). Social consciousness and the development of social responsibility. Albany, NY: State University of New York Press.

    Google Scholar 

  • Callahan, D. (2004). The cheating culture. New York: Mariner Books.

    Google Scholar 

  • Chatman, J. A., & Barsade, S. (1995). Personality, organizational culture and cooperation: Evidence from a business simulation. Administrative Science Quarterly, 40, 423–443.

    Article  Google Scholar 

  • Clarke, J. (2004). Dissolving the public realm: The logics and limits of neo-liberalism. Journal of Social Policy, 33, 27–48.

    Article  Google Scholar 

  • Cole, E. R., & Stewart, A. J. (1996). Meanings of participation among black and white women: Political identity and social responsibility. Personality Processes and Individual Differences, 71, 130–140.

    Google Scholar 

  • Crilly, C., Schneider, S. C., & Zollo, M. (2008). Psychological antecedents to socially responsible behavior. European Management Review, 5, 175–190.

    Article  Google Scholar 

  • Davy, J. A., Kincaid, J. F., Smith, K. J., & Trawick, M. A. (2007). An examination of the role of attitudinal characteristics and motivation on the cheating behavior of business students. Ethics and Behavior, 17, 281–302.

    Article  Google Scholar 

  • Doering, A. (2008). Assessment of children’s values: The development of a picture-based instrument. Dissertation thesis, University of Münster, Germany.

  • Duriez, B., Vansteenkiste, M., Soenens, B., & De Witte, H. (2007). The social costs of extrinsic relative to intrinsic goal pursuits: Their relation with social dominance and racial and ethnic prejudice. Journal of Personality, 75, 757–782.

    Article  PubMed  Google Scholar 

  • Edwards, J. R. (1993). Problems with the use of profile similarity indices in the study of congruence in organizational research. Personnel Psychology, 46, 641–665.

    Article  Google Scholar 

  • Edwards, J. R. (1996). An examination of competing versions of the person–environment fit approach to stress. Academy of Management Journal, 39, 292–339.

    Article  Google Scholar 

  • Edwards, J. R., Cable, D. M., Williamson, I. O., Lambert, L. S., & Shipp, A. J. (2006). The phenomenology of fit: Linking the person and environment to the subjective experience of person–environment fit. Journal of Applied Psychology, 91, 802–827.

    Article  PubMed  Google Scholar 

  • Elliot, E. S., & Church, M. A. (1997). A hierarchal model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.

    Article  Google Scholar 

  • Elliot, A. J., & McGregor, H. A. (2001). A 2*2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.

    Article  PubMed  Google Scholar 

  • Elliot, A. J., & Moller, A. C. (2003). Performance-approach goals: Good or bad forms of regulation? International Journal of Educational Research, 39, 339–356.

    Article  Google Scholar 

  • Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613–628.

    Article  Google Scholar 

  • Ericson, R., Barry, D., & Doyle, A. (2000). The moral hazards of neo-liberalism: Lessons from the private insurance industry. Economy and Society, 29, 532–558.

    Article  Google Scholar 

  • Fehr, E., Fischbacher, U., & Gaechter, S. (2002). Strong reciprocity, human cooperation, and the enforcement of social norms. Human Nature, 13, 1–25.

    Article  PubMed  Google Scholar 

  • Finegan, J. E. (2000). The impact of person and organizational values on organizational commitment. Journal of Occupational and Organizational Psychology, 73, 149–169.

    Article  Google Scholar 

  • Flassbeck, H. (2012). Policies for inclusive and balanced growth. London School of Economics Audio Event and Podcast. Retreived September 18, 2012, from http://www2.lse.ac.uk/newsAndMedia/videoAndAudio/channels/publicLecturesAndEvents/player.aspx?id=1563.

  • Gallant, B. T., & Drinan, P. (2006). Organizational theory and student cheating: Explanations, responses and strategies. The Journal of Higher Education, 77, 839–860.

    Article  Google Scholar 

  • Ganon, M. W., & Donegan, J. J. (2010). Microanomie as an explanation of tax fraud: A preliminary investigation. In T. Stock (Ed.), Advances in taxation (pp. 123–143). Bingley: Emerald Group Publishing Limited.

    Google Scholar 

  • Giacalone, R., & Thompson, K. (2006). Business ethics and social responsibility education: Shifting the worldview. Academy of Management Learning & Education., 5, 266–277.

    Article  Google Scholar 

  • Gino, F., & Desai, S. (2012). Memory lane and morality: How childhood memories promote prosocial behavior. Journal of Personality and Social Psychology, 102, 743–758.

    Article  PubMed  Google Scholar 

  • Glassman, M., Rutherford, J., Stears, M., & White, S. (2011). The labour tradition and the politics of paradox. London: The Oxford London Seminars.

    Google Scholar 

  • Gouldner, A. W. (1971). The coming crisis of western sociology. London: Heinemann.

    Google Scholar 

  • Graham, J., Nosek, B. A., Haidt, J., Iyer, R., Koleva, S., & Ditto, P. H. (2011). Mapping the moral domain. Journal of Personality and Social Psychology, 101, 366–385.

    Article  PubMed  PubMed Central  Google Scholar 

  • Grouzet, F. M., Kasser, T., Ahuvia, A., Dols, J. M., Kim, Y., Lau, S., et al. (2005). The structure of goal contents across 15 cultures. Journal of Personality and Social Psychology, 89, 800–816.

    Article  PubMed  Google Scholar 

  • Haan, N., Aerts, E., & Cooper, B. A. (1985). On moral grounds: The search for practical morality. New York and London: New York University Press.

    Google Scholar 

  • Hall, P. A., & Gingrich, D. W. (2004). Varieties of capitalism and institutional complementarities in the macro-economy: An empirical analysis. MPIfG Discussion Paper 04/5. Cologne. Max Planck Institute for the Studies of Societies.

  • Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562–575.

    Article  Google Scholar 

  • Harding, T. S., Carpenter, D. D., Finelli, C. J., & Passow, H. J. (2004). The influence of academic dishonesty on ethical decision making in the workplace: A study of engineering students. In Proceedings of the 2004 American society for engineering education national meeting. Washington, DC: ASEE.

  • Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76, 408–420.

    Article  Google Scholar 

  • Hayes, A. F. (2013). An introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Press.

    Google Scholar 

  • Hester, S. (2012). Rebuilding banking. London School of Economics audio event podcast. Retrieved October 16, 2012, from http://www2.lse.ac.uk/newsAndMedia/videoAndAudio/channels/publicLecturesAndEvents/player.aspx?id=1574.

  • Horst, S. J., Finney, S. J., & Barron, K. E. (2007). Moving beyond academic achievement goals: A study of social achievement goals. Contemporary Educational Psychology, 32, 667–698.

    Article  Google Scholar 

  • Hutton, W. (2009). We now live in a society so cynical that cheating has become the norm. The Observer, September, 27. Retrieved April 26, 2013, from http://www.guardian.co.uk/commentisfree/2009/sep/27/will-hutton-banking-rules.

  • Jansson, M., & Biel, A. (2009). Investment institutions’ beliefs about and attitudes toward Socially Responsible Investment (SRI): A comparison between SRI and non-SRI management. Sustainable Investment and Corporate Governance Working Papers, Sustainable Investment Research Platform. Scandinavian Working Papers in Business Administration. Retrieved July 16, 2012, from, http://swoba.hhs.se/sicgwp/abs/sicgwp2009_005.htm.

  • Jordan, A. E. (2001). College student cheating: The role of motivation, perceived norms, attitudes, and knowledge of institutional policy. Ethics and Behavior, 11, 233.

    Article  Google Scholar 

  • Kasser, T., Cohn, S., Kanner, A. D., & Ryan, R. M. (2007). Some costs of American corporate capitalism: A psychological exploration of value and goal conflicts. Psychological Inquiry, 18, 1–22.

    Article  Google Scholar 

  • Kenny, D. A. (2014). Mediation. Retrieved online at http://davidakenny.net/cm/mediate.htm.

  • Kenny, D. A., & Judd, C. M. (2014). Power anomalies in testing mediation. Psychological Science, 25, 334–339.

    Article  PubMed  Google Scholar 

  • Konty, M. (2005). Microanomie: The cognitive foundations of the relationship between anomie and deviance. Criminology, 43, 107–132.

    Article  Google Scholar 

  • Larner, W. (2000). Neoliberalism: Policy, ideology, governmentality. Studies in Political Economy, 63, 5–26.

    Google Scholar 

  • Larner, W. & Craig, D. (2002). After neoliberalism? Local partnerships and social governance in Aotearoa New Zealand’, Research Paper 3. www.lpg.org.nz.

  • Maio, G. R., & Olson, J. M. (1995). Relations between values, attitudes and behavioral intentions: The moderating role of attitude function. Journal of Experimental Social Psychology, 31, 266–285.

    Article  Google Scholar 

  • Maio, G. R., Pakizeh, A., Cheung, W., & Rees, K. J. (2009). Changing, priming, and acting on values: Effects via motivational relations in a circular model. Journal of Personality and Social Psychology, 97, 699–715.

    Article  PubMed  Google Scholar 

  • McCabe, D. L., Treviño, L. K., & Butterfield, K. D. (1999). Academic integrity in honor code and non-honor code environments: A qualitative investigation. Journal of Higher Education, 70, 211–234.

    Article  Google Scholar 

  • McCabe, D. L., Treviño, L. K., & Butterfield, K. D. (2001). Cheating in academic institutions: A decade of research. Ethics & Behaviour, 11, 219–232.

    Article  Google Scholar 

  • McCabe, D. L., Treviño, L. K., & Butterfield, K. D. (2002). Honor codes and other contextual influences on academic integrity: A replication and extension to modified honor code settings. Research in Higher Education, 43, 357–378.

    Article  Google Scholar 

  • Michaels, J., & Miethe, T. (1989). Academic effort and college grades. Social Forces, 68, 309–319.

    Article  Google Scholar 

  • Newstead, S. E., Franklyn-Stokes, B. A., & Armstead, P. (1996). Individual differences in student cheating. Journal of Educational Psychology, 88, 229–241.

    Article  Google Scholar 

  • O’Reilly, C. A., Chatman, J., & Caldwell, D. F. (1991). People and organizational culture: A profile comparisons approach assessing person-organization fit. Academy of Management Journal, 34, 487–516.

    Article  Google Scholar 

  • Perez-Peña, R. (2012). Studies find more students cheating, with high achievers no exception. New York Times, September, 7th. Retrieved September 17, 2012, from http://www.nytimes.com/2012/09/08/education/studies-show-more-students-cheat-even-high-achievers.html.

  • Pope, D. (2001). Doing school: How we are creating a generation of stressed-out, materialistic, and miseducated students. London: Yale University Press.

    Google Scholar 

  • Pulfrey, C., & Butera, F. (2013). Why neo-liberal values of self-enhancement lead to cheating in higher education: A motivational account. Psychological Science, 24, 2153–2162.

    Article  PubMed  Google Scholar 

  • Rose, N. (1993). Government, authority and expertise in advanced liberalism. Economy and Society, 22, 283–299.

    Article  Google Scholar 

  • Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761.

    Article  PubMed  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68–78.

    Article  PubMed  Google Scholar 

  • Schuh, A., & Miller, G. M. (2006). Maybe Wilson was right: Espoused values and their relationship to enacted values. International Journal of Public Administration, 29, 719–741.

    Article  Google Scholar 

  • Schuyt, T. N. M., Bekkers, R. H. F. P., & Smit, J. H. (2010). The philanthropy scale: A sociological perspective in measuring new forms of pro social behaviour. Social Work & Society, 8, 121–135.

    Google Scholar 

  • Schwartz, S. H. (1992). Universals in the content and structure of values: Theory and empirical tests in 20 countries. In M. Zanna (Ed.), Advances in experimental social psychology (Vol. 25, pp. 1–65). New York: Academic Press.

    Google Scholar 

  • Schwartz, S. H. (1996). Value priorities and behavior: Applying of theory of integrated value systems. In C. Seligman, J. M. Olson, & M. P. Zanna (Eds.), The psychology of values: The Ontario symposium (Vol. 8, pp. 1–24). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Schwartz, S. H. (1999). Cultural value differences: Some implications for work. Applied Psychology: An International Review, 48, 23–47.

    Article  Google Scholar 

  • Schwartz, S. H. (2006). Les valeurs de base de la personne: Théorie, mesures et applications (basic personal values: Theory, measures and applications). Revue Française de Sociologie, 47, 129–168.

    Article  Google Scholar 

  • Schwartz, S. H. (2007a). Cultural and individual value correlates of capitalism: A comparative analysis. Psychological Inquiry, 18, 52–57.

    Article  Google Scholar 

  • Schwartz, S. H. (2007b). Universalism values and the inclusiveness of our moral universe. Journal of Cross-Cultural Psychology, 38, 711–728.

    Article  Google Scholar 

  • Schwartz, S. H., Cieciuch, J., Vecchione, M., Davidov, E., Fischer, R., Beierlein, C., et al. (2012). Refining the theory of basic individual values. Journal of Personality and Social Psychology, 103, 663–688.

    Article  PubMed  Google Scholar 

  • Schwartz, S. H., Melech, G., Lehman, A., Burgess, S., Harris, M., & Owens, V. (2001). Extending the cross-cultural validity of the theory of basic human values with a different method of measurement. Journal of Cross-Cultural Psychology, 32, 519–542.

    Article  Google Scholar 

  • Shafer, W. E., Fukuyama, K., & Lee, G. M. (2006). Values and the perceived importance of ethics and social responsibility: The US versus China. Journal of Business Ethics, 70, 265–284.

    Article  Google Scholar 

  • Skidelsky, R., & Skidelsky, E. (2012). How much is enough? The love of money and the case for the good life. London: Allen Lane.

    Google Scholar 

  • Stiglitz, J. E. (2012). The price of inequality: How today’s divided society endangers our future. New York: W.W. Norton & Company.

    Google Scholar 

  • Teixeira, A. C., & Rocha, M. F. (2010). Cheating by economics and business undergraduate students: An exploratory international assessment. Higher Education, 59, 663–701.

    Article  Google Scholar 

  • Tillman, R. H., & Indergaard, M. L. (2008). Pump and dump: The rancid rules of the new economy. New Brunswick: N.J. Rutgers University Press.

    Google Scholar 

  • Treviño, L. K. (1986). Ethical decision-making in organizations: A person-situation interactionist model. The Academy of Management Review, 11, 601–617.

    Google Scholar 

  • Triandis, H. C. (2002). Individualism–collectivism and personality. Journal of Personality, 69, 907–924.

    Article  Google Scholar 

  • Triandis, H. C., Leung, K., Villareal, M., & Clack, E. L. (1985). Allocentric vs idiocentric tendencies: Convergent and discriminant validation. Journal of Research in Personality, 19, 395–415.

    Article  Google Scholar 

  • Turiel, E. (1983). The development of social knowledge: Morality and convention. Cambridge: Cambridge University Press.

    Google Scholar 

  • Urdan, T., & Maehr, M. L. (1995). Beyond a two-goal theory of motivation: A case for social goals. Review of Educational Research, 65, 213–244.

    Article  Google Scholar 

  • Urdan, T., & Mestas, M. (2006). The goals behind performance goals. Journal of Educational Psychology, 98, 354–365.

    Article  Google Scholar 

  • Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 19–31.

    Article  Google Scholar 

  • Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic role of intrinsic goals and autonomy-support. Journal of Personality and Social Psychology, 87, 246–260.

    Article  PubMed  Google Scholar 

  • Vansteenkiste, M., Smeets, S., Soenens, B., Lens, W., Matos, L., & Deci, E. L. (2010). Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes. Motivation and Emotion, 34, 333–353.

    Article  Google Scholar 

  • Vauclair, C.-M. (2009). Desired or desirable values? Considering morality in cross-cultural value research and its implications for research and measurement. Mackenzie Business Review, Special Issue: Human Values, 10, 60–83.

    Google Scholar 

  • Wade, R. H. (2011) Income inequality: Should we worry about global trends. European Journal of Development Research, 23(4), 513–520. ISSN 0957-8811.

  • Whitley, B. E., Jr. (1998). Factors associated with cheating among college students: A review. Research in Higher Education, 39, 235–274.

    Article  Google Scholar 

  • Whitley, B. E., Jr, Nelson, A. B., & Jones, C. J. (1999). Gender differences in cheating attitudes and classroom cheating behavior: A meta-analysis. Sex Roles, 41, 657–660.

    Article  Google Scholar 

  • Zingales, L. (2012). A capitalism for the people: Recapturing the lost genius of American prosperity. New York: Basic Books.

    Google Scholar 

Download references

Acknowledgments

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Preparation of this manuscript was supported by Grant 26041278 from the Swiss National Fund.

Author information

Authors and Affiliations

  1. University of Lausanne, Lausanne, Switzerland

    Caroline Pulfrey & Fabrizio Butera

Authors
  1. Caroline Pulfrey
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Fabrizio Butera
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Fabrizio Butera.

Ethics declarations

Conflict of interest

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Pulfrey, C., Butera, F. When and why people don’t accept cheating: self-transcendence values, social responsibility, mastery goals and attitudes towards cheating. Motiv Emot 40, 438–454 (2016). https://doi.org/10.1007/s11031-015-9530-x

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11031-015-9530-x

Keywords

Search

Navigation