Question 1

According to Cizek's (2004) definition, which of the following best describes academic cheating?

Accepted Answer

Any intentional action or behavior that violates established rules, gives unfair advantage, or decreases the accuracy of performance inferences.

Question 2

Which of the following is an example of second-party cheating?

Accepted Answer

Letting another student copy your homework.

Question 3

Based on the hierarchical model of achievement motivation, which variable is considered an antecedent to achievement goals?

Accepted Answer

Self-efficacy for self-regulated learning (SESRL)

Question 4

Which achievement goal is most strongly associated with a desire to outperform peers?

Accepted Answer

Performance-approach goals

Question 5

Research suggests that which type of achievement goal is a negative predictor of academic cheating?

Accepted Answer

Mastery-approach goals

Question 6

Which of the following statements about gender differences in academic cheating is supported by the study?

Accepted Answer

There are no significant gender differences in academic cheating in biology.

Question 7

Which engagement dimension is most directly linked to a reduction in active cheating according to the study?

Accepted Answer

Behavioral engagement

Question 8

A student who seeks to invest the minimum amount of effort in learning activities is most likely to endorse which achievement goal?

Accepted Answer

Work-avoidance goals

Question 9

Which of the following best describes the relationship between self-efficacy for self-regulated learning (SESRL) and active cheating?

Accepted Answer

Higher SESRL is associated with lower rates of active cheating.

Question 10

In the context of the study, which of the following is NOT a dimension of engagement?

Accepted Answer

Performance engagement

Question 11

Which of the following statements about second-party cheating is supported by the study?

Accepted Answer

It is very common and may be influenced by group norms and peer pressure.

Question 12

According to the study, which of the following is a recommended strategy for teachers to reduce academic cheating?

Accepted Answer

Enhancing collaborative learning and supporting mastery-approach goals.

Question 13

Which of the following best explains why students with high mastery-approach goals are less likely to cheat?

Accepted Answer

Cheating is not instrumental to mastering or learning a task.

Question 14

Which of the following is a limitation of the study as discussed in the materials?

Accepted Answer

The results are limited to biology and may not generalize to other subjects or countries.

Question 15

Which of the following best describes the mediational role of engagement in the relationship between SESRL and active cheating?

Accepted Answer

Behavioral engagement mediates the relationship between SESRL and active cheating.

Question 16

Which of the following is a plausible reason why boys in the study had higher work-avoidance goals than girls?

Accepted Answer

Boys are socialized to accept minor deviance and risk-taking behaviors.

Question 17

Which of the following best describes the relationship between performance-approach goals and active cheating in biology, as found in the study?

Accepted Answer

Performance-approach goals are negatively correlated with active cheating.

Question 18

Which of the following is NOT a recommended intervention to reduce academic cheating based on the study's findings?

Accepted Answer

Encouraging social comparison and public ranking.

Question 19

Which of the following best describes the relationship between engagement and second-party cheating?

Accepted Answer

There is a low and negative correlation between behavioral engagement and second-party cheating.

Question 20

According to the study, which of the following is a key implication for teachers aiming to reduce cheating?

Accepted Answer

Teachers should develop a classroom climate that discourages cheating and emphasizes mastery.

Motivational Predictors of Academic Cheating: Achievement Goals, Engagement, and Self-Efficacy

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