Effects of Classroom Context Variables on High School Students' Judgments of the Acceptability and Likelihood of Cheating.

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Perfectionism and Motivation of Adolescents in Academic Contexts. (2014, background): “A performance-avoidance goal is a positive predictor of anxiety (Pekrun, Elliot, & Maier, 2006; Sideridis, 2005), acceptability of cheating (Bong, 2008; Murdock et al., 2004), and academic procrastination (Wolters, 2004) and a negative predictor of achievement (Bong, 2005; Hulleman et al.”
Situational and Personal Causes of Student Cheating (2009, background): “Murdock et al. (2004, 2007) found that classroom context variables like teaching effectiveness and performance orientation have a stronger effect on the likelihood of cheating than do individual students’ attitudes.”
Impulsivity and Academic Cheating (2009, methodology): “Murdock et al. (2001, 2004) examined the relations of student–teacher relationships to cheating in a large sample of middle school students and teachers.”
Motivational Perspectives on Student Cheating: Toward an Integrated Model of Academic Dishonesty (2006, background): “For example, Murdock et al. (2004) found that stu-dents’ratings of the justifiability of cheating were affected by portrayedclassroom context.”
The role of basic need fulfillment in academic dishonesty: A self-determination theory perspective (2015, background): “For instance, teachers’ lack of interpersonal caring has been linked to students’ cheating behavior and their subsequent justifications (Calabrese & Cochran, 1990; Murdock et al., 2001, 2004).”