A Dual-Process Model of Cheating Intentions

Although prior pedagogy research indicates significant relationships between several student characteristics and cheating intentions, no research has examined the simultaneous effect of cognition and anticipated emotions on such intentions. To explore the possibility that imagined outcomes—prompted by anticipated emotions—and select cognitive factors antecede cheating intentions, the authors developed and tested a model that relates anticipated regret, anticipated elation, locus of control, and personal expertise to willingness to cheat. The empirical results, which rely on five extant scales and a new multiitem vignette measure of cheating intentions, validate this dual-process model. Also, the results show that anticipated elation is a source of value for students, which positively affects their willingness to cheat.