Intentions to Cheat: Ajzen's Planned Behavior and Goal-Related Personality Facets

References

• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. doi:org/10.1016/0749-5978(91)90020-T
   Web of Science ®Google Scholar
• Ajzen, I. (2011). The theory of planned behaviour: Reactions and reflections. Psychology &; Health, 26(9), 1113–1127. doi:org/10.1080/08870446.2011.613995
   PubMed Web of Science ®Google Scholar
• Alt, D., & Geiger, B. (2012). Goal orientations and tendency to neutralize academic cheating: An ecological perspective. Psychological Studies, 57(4), 404–416. doi:org/10.1007/s12646-012-0161-y
   Google Scholar
• Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64(6, Pt.1), 359–372. doi:org/10.1037/h0043445
   PubMed Web of Science ®Google Scholar
• Bagozzi, R. P. (2011). Measurement and meaning in information systems and organizational research: Methodological and philosophical foundations. MIS Quarterly, 35(2), 261–292.
   Web of Science ®Google Scholar
• Beck, L., & Ajzen, I. (1991). Predicting dishonest actions using the theory of planned behavior. Journal of Research in Personality, 25(3), 285–301. doi:org/10.1016/0092-6566(91)90021-H
   Web of Science ®Google Scholar
• Carver, C. S. (2001). Affect and the functional bases of behavior: On the dimensional structure of affective experience. Personality and Social Psychology Review, 5(4), 345–356. doi:org/10.1207/S15327957PSPR0504_4
   Web of Science ®Google Scholar
• Carver, C. S., & Scheier, M. F. (2013). Goals and emotion. In M. D. Robinson, E. Watkins, & E. Harmon-Jones (Eds.), Handbook of cognition and emotion (pp. 176–194). New York, NY: Guilford Press.
   Google Scholar
• Carver, C. S., & White, T. L. (1994). Behavioral inhibition, behavioral activation, and affective responses to impending reward and punishment: The BIS/BAS scales. Journal of Personality and Social Psychology, 67(2), 319–333. doi:org/10.1037/0022-3514.67.2.319
   Web of Science ®Google Scholar
• Chang, E. C., Kahle, E. R., Yu, E. A., & Hirsch, J. K. (2014). Behavioral inhibition system and behavioral activation system (BIS/BAS) motives and loneliness as predictors of eating disturbances in female college students: Interpersonal context matters. Journal of Social and Clinical Psychology, 33(3), 250–269. doi:org/10.1521/jscp.2014.33.3.250
   Web of Science ®Google Scholar
• Cialdini, R. B., Reno, R. R., & Kallgren, C. A. (1990). A focus theory of normative conduct: Recycling the concept of norms to reduce littering in public places. Journal of Personality and Social Psychology, 58, 1015–1026. doi:org/10.1037/0022-3514.58.6.1015
   Web of Science ®Google Scholar
• Clark, R. A., Teevan, R., & Ricciuti, H. N. (1956). Hope of success and fear of failure as aspects of need for achievement. The Journal of Abnormal and Social Psychology, 53(2), 182–186. doi:org/10.1037/h0046496
   Web of Science ®Google Scholar
• Corr, P. J., Hargreaves-Heap, S., Tsutsui, K., Russell, A., & Seger, C. (2013). Personality and social attitudes: Evidence for positive-approach motivation. Personality and Individual Differences, 55, 846–851. doi:org/10.1016/j.paid.2013.07.012
   Web of Science ®Google Scholar
• Dissabandara, L. O., Loxton, N. J., Dias, S. R., Dodd, P. R., Daglish, M., & Stadlin, A. (2014). Dependent heroin use and associated risky behaviour: The role of rash impulsiveness and reward sensitivity. Addictive Behaviors, 39(1), 71–76. doi:org/10.1016/j.addbeh.2013.06.009
   PubMed Web of Science ®Google Scholar
• Edwards, J. R., & Bagozzi, R. P. (2000). On the nature and direction of relationships between constructs and measures. Psychological Methods, 5(2), 155–174. doi:org/10.1037/1082-989X.5.2.155
   PubMed Web of Science ®Google Scholar
• Elliot, A. J., & Sheldon, K. M. (1997). Avoidance achievement motivation: A personal goals analysis. Journal of Personality and Social Psychology, 73(1), 171–185. doi:org/10.1037/0022-3514.73.1.171
   PubMed Web of Science ®Google Scholar
• Fishbein, M., & Ajzen, I. (2010). Predicting and changing behavior: The reasoned action approach. New York, NY: Psychology Press.
   Google Scholar
• Giluk, T. L., & Postlethwaite, B. E. (2015). Big five personality and academic dishonesty: A meta-analytic review. Personality and Individual Differences, 72, 59–67. doi:org/10.1016/j.paid.2014.08.027
   Web of Science ®Google Scholar
• Gjesme, T., & Nygard, R. (1970). Achievement-related motives: Theoretical considerations and construction of a measuring instrument. Norway: Unpublished manuscript, Department of Education, University of Oslo
   Google Scholar
• Grieve, R., & Elliott, J. (2013). Cyberfaking: I can, so I will? Intentions to fake in online psychological testing. Cyberpsychology, Behavior, and Social Networking, 16(5), 364–369. doi:org/10.1089/cyber.2012.0271
   PubMed Web of Science ®Google Scholar
• Grusec, J. E., Chaparro, M. P., Johnston, M., & Sherman, A. (2014). The development of moral behavior from a socialization perspective. In M. Killen, J. G. Smetana, M. Killen, & J. G. Smetana (Eds.), Handbook of moral development (2nd ed.) (pp. 113–134). New York, NY: Psychology Press. doi:org/10.4324/9780203581957.ch6
   Google Scholar
• Harding, T. S., Carpenter, D. D., Finelli, C. J., & Passow, H. J. (2004). Does academic dishonesty relate to unethical behavior in professional practice? An exploratory study. Science & Engineering Ethics, 10(2), 311–324.
   PubMed Web of Science ®Google Scholar
• Harding, T. S., Mayhew, M. J., Finelli, C. J., & Carpenter, D. D. (2007). The theory of planned behavior as a model of academic dishonesty in engineering and humanities undergraduates. Ethics & Behavior, 17(3), 255–279. doi:org/10.1080/10508420701519239
   Web of Science ®Google Scholar
• Hart, D., & Carlo, G. (2005). Moral development in adolescence. Journal of Research on Adolescence, 15(3), 223–233. doi:org/10.1111/j.1532-7795.2005.00094.x
   Web of Science ®Google Scholar
• Hogan, J., Rybicki, S. L., Motowidlo, S. J., & Borman, W. C. (1998). Relations between contextual performance, personality, and occupational advancement. Human Performance, 11(2-3), 189–207. doi:org/10.1207/s15327043hup1102&3_5
   Web of Science ®Google Scholar
• Hogan, R., & Hogan, J. (1995). Hogan personality inventory manual. Tulsa, OK: Hogan Assessment Systems.
   Google Scholar
• Jarvis, C. B., MacKenzie, S. B., & Podsakoff, P. M. (2003). A critical review of construct indicators and measurement model misspecification in marketing and consumer research. Journal of Consumer Research, 30(2), 199–218. doi:org/10.1086/376806
   Web of Science ®Google Scholar
• Koljatic, M., Silva, M., & Ardiles, J. (2003). Are students’ perceptions of parental acceptance of academic dishonesty associated with its occurrence?. Psychological Reports, 93(1), 93–97. doi:org/10.2466/PR0.93.5.93-97
   PubMed Web of Science ®Google Scholar
• LaBrie, J. W., Hummer, J. F., Lac, A., & Lee, C. M. (2010). Direct and indirect effects of injunctive norms on marijuana use: The role of reference groups. Journal of Studies on Alcohol and Drugs, 71, 904–908.
   PubMed Web of Science ®Google Scholar
• Lance, C. E., & Vandenberg, R. J. (2015). More statistical and methodological myths and urban legends. New York, NY: Routledge/Taylor & Francis.
   Google Scholar
• Landor, A., Simons, L. G., Simons, R. L., Brody, G. H., & Gibbons, F. X. (2011). The role of religiosity in the relationship between parents, peers, and adolescent risky sexual behavior. Journal of Youth and Adolescence, 40(3), 296–309. doi:org/10.1007/s10964-010-9598-2
   PubMed Web of Science ®Google Scholar
• Lang, J. B., & Fries, S. (2006). A revised 10-item version of the Achievement Motives Scale: Psychometric properties in German-speaking samples. European Journal of Psychological Assessment, 22(3), 216–224. doi:org/10.1027/1015-5759.22.3.216
   Web of Science ®Google Scholar
• Lauriola, M., Panno, A., Levin, I. P., & Lejuez, C. W. (2014). Individual differences in risky decision making: A meta-analysis of sensation seeking and impulsivity with the balloon analogue risk task. Journal of Behavioral Decision Making, 27(1), 20–36. doi:org/10.1002/bdm.1784
   Web of Science ®Google Scholar
• Lottes, I. L., & Kuriloff, P. J. (1994). Sexual socialization differences by gender, Greek membership, ethnicity, and religious background. Psychology of Women Quarterly, 18(2), 203–219. doi:org/10.1111/j.1471-6402.1994.tb00451.x
   Web of Science ®Google Scholar
• Ly, C., & Gomez, R. (2014). Unique associations of reinforcement sensitivity theory dimensions with social interaction anxiety and social observation anxiety. Personality and Individual Differences, 60, 20–24. doi:org/10.1016/j.paid.2013.10.003
   Web of Science ®Google Scholar
• MacKenzie, S. B., Podsakoff, P. M., & Jarvis, C. B. (2005). The problem of measurement model misspecification in behavioral and organizational research and some recommended solutions. Journal of Applied Psychology, 90(4), 710–730. doi:org/10.1037/0021-9010.90.4.710
   PubMed Web of Science ®Google Scholar
• Mau, W. (1995). Educational planning and academic achievement of middle school students: A racial and cultural comparison. Journal of Counseling & Development, 73(5), 518–526. doi:org/10.1002/j.1556-6676.1995.tb01788.x
   Web of Science ®Google Scholar
• McCabe, D. L., Butterfield, K. D., & Treviño, L. K. (2012). Cheating in college: Why students do it and what educators can do about it. Baltimore, MD: Johns Hopkins University Press.
   Google Scholar
• McCabe, D. L., Butterfield, K. D., & Treviño, L. K. (2006). Academic dishonesty in graduate business programs: Prevalence, causes, and proposed action. Academy of Management Learning & Education, 5(3), 294–305. doi:org/10.5465/AMLE.2006.22697018
   Web of Science ®Google Scholar
• McCabe, D. L., & Treviño, L. K. (1997). Individual and contextual influences on academic dishonesty: A multicampus investigation. Research in Higher Education, 38(3), 379–396.
   Web of Science ®Google Scholar
• McCabe, D. L., Treviño, L. K., & Butterfield, K. D. (2001). Cheating in academic institutions: A decade of research. Ethics & Behavior, 11(3), 219. doi:org/10.1207/S15327019EB1103_2
   Web of Science ®Google Scholar
• McClelland, D. C. (1961). The achieving society. Oxford, England: Van Nostrand.
   Google Scholar
• McClelland, D. C., Atkinson, J. W., Clark, R. A., & Lowell, E. L. (1953). The achievement motive. East Norwalk, CT: Appleton-Century-Crofts. doi:org/10.1037/11144-000
   Google Scholar
• McClelland, D. C., Clark, R. A., Roby, T. B., & Atkinson, J. W. (1949). The projective expression of needs. IV. The effect of the need for achievement on thematic apperception. Journal of Experimental Psychology, 39(2), 242–255. doi:org/10.1037/h0062969
   PubMedGoogle Scholar
• McEachan, R. R. C., Conner, M. T., 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. doi:org/10.1080/17437199.2010.521684
   Web of Science ®Google Scholar
• Moya-Smith, S. (2013, September 6). Survey: 42 percent of Harvard's incoming freshman class cheated on homework. NBC News. Retrieved from https://protect-us.mimecast.com/s/lN5JBRUoXG1Dud?domain=nbcnews.com
   Google Scholar
• Murphy, P., Murphy, L., & Garavan, H. (2014). Different measures Of Behavioural Activation System (BAS) sensitivity uniquely predict problem drinking among college students. The Irish Journal of Psychology, 35(1), 44–52. doi:org/10.1080/03033910.2013.853201
   Google Scholar
• Napper, L. E., Hummer, J. F., Chithambo, T. P., & LaBrie, J. W. (2015). Perceived parent and peer marijuana norms: The moderating effect of parental monitoring during college. Prevention Science, 16(3), 364–373. doi:10.1007/s11121-014-0493-z
   Google Scholar
• Park, A., Ickes, W., & Robinson, R. L. (2014). More f#!%ing rudeness: Reliable personality predictors of verbal rudeness and other ugly confrontational behaviors. Journal of Aggression, Conflict and Peace Research, 6(1), 26–43. doi:org/10.1108/JACPR-04-2013-0009
   Google Scholar
• Segarra, P., Poy, R., López, R., & Moltó, J. (2014). Characterizing Carver and White's BIS/BAS subscales using the five factor model of personality. Personality and Individual Differences, 61-62, 18–23. doi:org/10.1016/j.paid.2013.12.027
   Web of Science ®Google Scholar
• Sheldon, K. M., Cheng, C., & Hilpert, J. (2011). Understanding well-being and optimal functioning: Applying the Multilevel Personality in Context (MPIC) model. Psychological Inquiry, 22(1), 1–16. doi:org/10.1080/1047840X.2011.532477
   Web of Science ®Google Scholar
• Simkin, M. G., & McLeod, A. (2010). Why do college students cheat?. Journal of Business Ethics, 94(3), 441–453. http://dx.doi.org/10.1007/s10551-009-0275-x
   Web of Science ®Google Scholar
• Sparfeldt, J. R., & Rost, D. H. (2011). Content-specific achievement motives. Personality and Individual Differences, 50(4), 496–501. doi:org/10.1016/j.paid.2010.11.016
   Web of Science ®Google Scholar
• Spector, P. E. (2006). Method variance in organizational research: Truth or urban legend?. Organizational Research Methods, 9(2), 221–232. doi:org/10.1177/1094428105284955
   Web of Science ®Google Scholar
• Stone, T. H., Jawahar, I. M., & Kisamore, J. L. (2009). Using the theory of planned behavior and cheating justifications to predict academic misconduct. The Career Development International, 14(3), 221–241. doi:org/10.1108/13620430910966415
   Web of Science ®Google Scholar
• Stone, T. H., Jawahar, I. M., & Kisamore, J. L. (2010). Predicting academic misconduct intentions and behavior using the theory of planned behavior and personality. Basic and Applied Social Psychology, 32(1), 35–45. doi:org/10.1080/01973530903539895
   Web of Science ®Google Scholar
• van Beek, I., Kranenburg, I. C., Taris, T. W., & Schaufeli, W. B. (2013). BIS- and BAS activation and study outcomes: A mediation study. Personality and Individual Differences, 55(5), 474–9. doi:org/10.1016/j.paid.2013.04.013
   Web of Science ®Google Scholar
• Vinski, E. J., & Tryon, G. (2009). Study of a cognitive dissonance intervention to address high school students’ cheating attitudes and behaviors. Ethics & Behavior, 19(3), 218–226. doi:org/10.1080/10508420902886692
   Web of Science ®Google Scholar
• Walker, L. J., Hennig, K. H., & Krettenauer, T. (2000). Parent and peer contexts for children's moral reasoning development. Child Development, 71(4), 1033–1048. doi:org/10.1111/1467-8624.00207
   PubMed Web of Science ®Google Scholar
• Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. doi.org/10.1037/0022-3514.54.6.1063
   PubMed Web of Science ®Google Scholar
• Whitley, B. E., Jr., & Keith-Spiegel, P. (2001). Academic integrity as an institutional issue. Ethics & Behavior, 11(3), 325–342. doi:org/10.1207/S15327019EB1103_9
   Web of Science ®Google Scholar
• Williams, M. M., & Williams, M. (2012). Academic dishonesty, self-control, and general criminality: A prospective and retrospective study of academic dishonesty in a New Zealand university. Ethics & Behavior, 22(2), 89–112. doi:org/10.1080/10508422.2011.653291
   Web of Science ®Google Scholar
• Yang, S., Huang, C., & Chen, A. (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. doi:org/10.1080/10508422.2013.802651
   Web of Science ®Google Scholar
• Yardley, J., Rodríguez, M., Bates, S. C., & Nelson, J. (2009). True confessions?: Alumni's retrospective reports on undergraduate cheating behaviors. Ethics & Behavior, 19(1), 1–14. doi:org/10.1080/10508420802487096
   Web of Science ®Google Scholar