Goals, goal structures, and avoidance behaviors.

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Does Assessment Kill Student Creativity? (2005, background): “These students are more likely to view errors as an indication of a lack of ability, experience high levels of anxiety, exert less effort, place less value on tasks, give up in the face of difficulty, and engage in self-sabotaging behaviors, such as cheating or not seeking help when needed (see Kuma”
Motivational Influences on Student Participation in Classroom Learning Activities. (2004, background): “Classrooms that are perceived as highly performance-focused tend to have more negative outcomes, including higher rates of student cheating, disruptive behavior, self-handicapping, and avoiding seeking help (Kaplan et al., 2002; Turner et al., 2002; Urdan et al., 2002).”
Motivational Perspectives on Student Cheating: Toward an Integrated Model of Academic Dishonesty (2006, background): “In contrast, cheating is a strategy that is designed to lead to success, albeit via antisocial and unacceptable means (Turner et al., 2002; Urdan, Ryan, Anderman, & Gheen, 2002).”