Elucidating the Associations between Achievement Goals and Academic Dishonesty: A Meta-Analysis

Autor/inn/en	Fritz, Tanja; González Cruz, Hernán; Janke, Stefan; Daumiller, Martin
Titel	Elucidating the Associations between Achievement Goals and Academic Dishonesty: A Meta-Analysis
Quelle	In: Educational Psychology Review, 35 (2023) 1, Artikel 33 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fritz, Tanja) ORCID (González Cruz, Hernán) ORCID (Janke, Stefan) ORCID (Daumiller, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09753-1
Schlagwörter	Academic Achievement; Goal Orientation; Cheating; Meta Analysis; Effect Size; Elementary School Students; Secondary School Students; College Students + Suchen Sie Ihr Suchwort? Schulleistung; Zielorientierung; Zielvorstellung; Prellen; Meta-analysis; Metaanalyse; Sekundarschüler; Collegestudent
Abstract	Academic dishonesty is a pervasive problem undermining the effectiveness of educational institutions. From a motivational perspective, researchers have proposed achievement goals as antecedents of academic dishonesty. Empirical findings corroborate the notion that mastery goals (focus on learning and competence development) are negatively linked to academic dishonesty. However, even though theoretical considerations suggest positive links between performance goals (focus on competence demonstration) and academic dishonesty, empirical findings are mixed. To provide a better understanding of how goals matter for academic dishonesty, we conducted three-level meta-analyses encompassing 163 effect sizes from 33 studies and a total of 19,787 participants. We found a disproportional use of correlational designs (using self-report measures of academic dishonesty) and personal goal measures (opposed to surrounding goal structures). Evidence of publication bias was not found. Our results confirmed the expected negative associations between mastery goals and academic dishonesty and revealed heterogenous findings for performance goals, with indications of positive associations within behavioral and intentional dishonesty measures, but not within self-reports. To further clarify the associations between achievement goals and academic dishonesty, we call for more methodological rigor in the measurement of goals and dishonesty as well as multi-methods approaches when investigating their interplay. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01