From delay to deception: how motivational deficits and procrastination shape academic cheating in higher education

Academic cheating remains a significant challenge to academic integrity in higher education. Drawing on Self-Determination Theory (SDT), Cognitive Evaluation Theory (CET), and Temporal Motivation Theory (TMT), this study examines how amotivation and demotivation influence academic cheating through procrastination and the moderating role of long-term goal orientation. Using partial least squares structural equation modelling (PLS-SEM), data from 204 undergraduate business students in Malaysia and Bangladesh were analysed. Findings reveal that amotivation and demotivation positively influence procrastination and academic cheating, while procrastination partially mediates these relationships. Long-term goal orientation significantly weakens the relationship between procrastination and cheating but does not moderate the direct effects of motivational deficits. The study contributes to academic integrity literature by distinguishing self-regulatory failure from motivational disengagement as drivers of cheating. Findings highlight the importance of integrating academic integrity policies with motivational support, effective goal-setting strategies, and procrastination management interventions to reduce academic dishonesty among university students.