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Despite workplace cheating behavior is common and costly, little research has explored its antecedents from customers' perspective. The current study aims to investigate the indirect mechanisms between customer mistreatment and cheating behavior, and exam the moderated role of traditionality.

Drawing on conservation of resources theory, the authors examine how customer mistreatment affects workplace cheating behavior. They test their hypotheses using a time-lagged field study of 183 employees.

The results show that customer mistreatment is positively related to interpersonal conflict with customers, which positively affects workplace cheating behavior. Traditionality moderates the indirect effect of customer mistreatment on workplace cheating behavior.

This study calls for researchers' attention to exploring the antecedents of workplace cheating behavior from customers' perspective, and first provides empirical evidence on the relationship between customer mistreatment and workplace cheating behavior, which has never been examined.

The purpose of this paper is to show that academic misconduct appears to be on the rise; some research has linked academic misconduct to unethical workplace behaviors. Unlike previous empirically‐driven research, this theory‐based study seeks to examine the usefulness of a modification of Ajzen's theory of planned behavior to predict academic misconduct.

A total of 271 students enrolled at a US university were surveyed. Structural equation modeling was used to test the model.

The modified theory of a planned behavior model in which intentions and justifications both serve as antecedents to behavior fits the data well. The model accounted for 22 per cent of the variance in intentions to cheat and 47 per cent of the variance in self‐reported cheating.

The primary limitations of this research are the cross‐sectional research design, the self‐selected sample, and the single source of survey data.

The study extends the TPB model in the prediction of misconduct behavior. Attitudes, subjective norms, behavioral control, intentions and justifications were related to cheating behaviors. Academic misconduct may be reduced by shaping attitudes toward cheating, changing perceptions of subjective norms regarding the prevalence of cheating, and lowering students' perceptions of their control of cheating by, for example, emphasis on the consequences of getting caught. Understanding and reducing academic misconduct are important for promoting ethical behavior and values in future worker and organization leaders.

Identification of factors that influence academic misconduct is an important aspect of professional development research, given its link to workplace misconduct. To date, academic misconduct research has been primarily empirically‐ rather than theory‐driven. The current study identifies factors that contribute to academic misconduct by extending an established theoretical model of behavior.

The purpose of this study is to examine how and when supervisors’ bottom-line mentality (BLM) influences workplace cheating behavior. Specifically, the authors draw upon social exchange theory (Blau, 1964) and the negative reciprocity norm (Gouldner, 1960) argument, to explain that supervisor BLM is likely related to organizational cynicism and subsequently those employees may engage in cheating behavior as a way to make things even with the organization. Furthermore, the authors theorized that organizational cynicism and supervisors’ BLM via organizational cynicism, increase cheating behavior among employees with a weak moral identity.

To test the current model, the authors collected data from 232 employees working in various Pakistani firms.

The results affirmed the authors’ moderated-mediation model. The positive indirect effects of supervisors’ BLM on workplace cheating behavior, through organizational cynicism, are moderated by employees’ moral identity.

This is the first study that examine the mediating and moderating role of organizational cynicism and employees’ moral identity in the relationship between supervisors’ BLM and workplace cheating behavior.

Although the academic literature provides extensive insight into the motivations for the unethical use of information technology in online classes, little is known about how perceived justice, the opportunity to cheat and spiritual legitimacy mitigate unethical behavior among young academics. The purposes of this study are two folds: first, to determine how perceived lecturers’ justice and opportunity to cheat may mitigate academic misconduct in online classes, and second, to evaluate the moderating effect of spiritual power on the relationship between perceived lecturers’ justice and opportunity to cheat and academic misconduct.

This research was conducted at universities in three Southeast Asia countries, including Indonesia, Malaysia and Thailand, with a total of 339 respondents. The research questionnaire was distributed using Google Forms. The analytical method used to test the research hypothesis is moderated regression analysis (MRA).

The findings of this study reveal that spirituality moderates the relationship between lecturer justice and the opportunity to cheat online. Even though the justice level of the lecturer is low, individuals with relatively high spirituality will show much less cheating behavior than when there is a low level of lecturer justice and a low level of student spirituality, and vice versa.

Cheating occurs when students develop an intention to cheat, which leads to actual involvement in cheating, meaning that theoretically, the findings extend the fraud triangle theory. In addition, the practical implications of this research are that lecturers need to conduct fair teaching, such as transparency of exam conditions, assessment, the right to an opinion and supervision during exams, consequently, the students cannot cheat. Spirituality is also an essential factor that can reduce online cheating, so instilling spirituality in specific courses is a fruitful solution.

The contributions of this study are twofold. First, this study gives testable theories on how spiritual help works. Second, this study offers tailored and more humanistic assistance, such as a mechanism that adjusts to the academic world’s usage of more positive technologies. This study contributes to the literature on online cheating in higher education across three Southeast Asian nations (Indonesia, Malaysia and Thailand).

This study surveyed 309 business students (180 men and 129 women) enrolled in introductory accounting and business law classes on various aspects of honesty in academics. The study was motivated by the need to examine the underlying issues associated with students’ perceptions of cheating and whistle-blowing. An increased understanding of these perceptions would be insightful to professors as well as administrators. The study examines students’ reasons on whether they should whistle-blow and whether their reasons associate with their intentions to whistle-blow if they observe cheating. When examining a student's intent to whistle-blow, we considered the student's prior cheating behavior, gender, social desirability response bias, intentions to cheat in the future, reasons not to whistle-blow, and prior whistle-blowing. Our data extends prior research by considering the reasons students choose not to whistle-blow. Our research indicates that the number of reasons not to whistle-blow and having observed other students cheating reduced the likelihood of a student whistle-blowing, after controlling for social desirability response bias. The research indicates that to prevent unethical behavior in the future, institutions need to enforce consequences for those who cheat because unethical behavior at the academic level associates with unethical behavior in the corporate setting.

This study surveyed 195 business students (74 women and 121 men) from three institutions on various aspects of honesty in academics. The study is driven by a concern for the audit implications of the increasing evidence of the link between unethical behavior in college and the workplace and students’ increasing insensitivity to ethical issues. The results of the study evaluate students’ opinions of cheating and the percentage of students who have or would whistle-blow if they observe cheating. The study also examined whether characteristics such as prior cheating behavior, gender, social desirability response bias (SDRB), the belief about doing more about cheating, and prior whistle-blowing will affect a student's intent to whistle-blow. Our data extends prior research on cheating and SDRB by testing their association with students’ self-reported tendency to whistle-blow. Our research indicates that students who have whistle-blown have a higher reported intention to whistle-blow after accounting for the effect of SDRB. Our data indicate that students’ intentions are an important factor that should be considered by instructors as well as researchers.

This study aims to examine the cheating behaviour among accounting students in terms of the extent of neutralization of cheating and the effectiveness of deterrents to cheating of cheaters and non-cheaters. It also aims to examine the differences in the cheating behaviour between males and females of cheaters and non-cheaters groups.

Using a questionnaire survey on academic dishonesty developed by Haines et al. (1986) which was administered to accounting students, 435 usable responses were obtained and analysed using Statistical Package for the Social Sciences. In achieving the objectives, mean score, standard deviation and independent sample t-tests were performed.

The results on the extent of cheating neutralization revealed that cheaters have significantly greater excuses to cheat than the non-cheaters. In addition, males have greater neutralization for cheating than females. In terms of the effectiveness of the deterrent to cheating measures, there were significant differences between cheaters and non-cheaters on the effectiveness of two deterrents to cheating measures. The comparison between males and females reveals significant differences between the two genders for cheating neutralization as well as the three cheating deterrents for both cheaters and non-cheaters groups.

The present study does not only investigate the differences in the cheating behaviour between cheaters and non-cheaters in terms of neutralization and deterrents to cheating but also provides evidence on the cheating attitude based on gender.

Academic misconduct has become an albatross on the management of higher education institutions with long-term ramification on developmental agenda of countries. The purpose of this paper is to examine the association between religiousness of students and examination cheating tendencies. Further, this paper explored the cheating methods, reasons for cheating and the relationship between perception of peer cheating and examination cheating propensity among students in Ghana.

A cross-sectional research design was adopted for the study using questionnaires to collect data from 355 students in a three-year higher national diploma awarding technical university in Ghana. Descriptive statistics, Mann Whitney U and Kruskal Wallis tests were the main data analytical tools.

Results of the study revealed that “fear of failure” was the leading reason driving students’ examination cheating behaviours. Perception of peer cheating was related to levels of self-reported cheating whereas religious inclination of students was uncorrelated with the self-reported cheating behaviour of students.

The findings of the study provide implication for management of higher education institutions. The academic counselling unit of higher education institutions should work to dispel students’ overly sensitivity to end-of-semester examinations. Teachings of religious groups should highlight examination cheating as constituting violations of religious values and norms.

This paper is one of the pioneers of examination cheating and religiosity relationship in Ghana’s higher education settings. This study makes an additional contribution to the literature on the religiosity examination cheating nexus.

The aim of this study is to analyze the relationship between personality traits and students’ cheating behavior using the five-factor personality model and the fraud triangle factors. This chapter develops an evidential study that has the goal to determine the relationship between the students’ cheating behavior and personality traits by using fraud triangle factors. In this context, 251 surveys have been conducted on students of a foundation university located in Istanbul. As means of data collection, NEO – Five Factor Inventory and Academic Fraud Risk Factors have been used. Data have been analyzed by regression tree analysis. Risk and classification tables have been created before starting the study with a decision tree in which classification and regression trees algorithms were implemented. The results reveal that rationalization behind the cheating is the most important reason for students to copy and people who believed that they were extremely appropriate to copy were responsible ones when analyzed in terms of their personality traits. The results of this study contribute to the literature by discovering the characteristics of those who admit academic dishonesty and underlie the factors or predispositions for engaging in this behavior. For sure, three factors of the fraud triangle may have different levels of significance in this study; in addition, pressure is not associated with the cheating behavior.

This study explores the effects of fraud triangle behaviors (pressure, opportunities, and rationalization) on students’ self-reported propensity to cheat in class. We found each fraud triangle factor to be an influence on the students’ propensity to cheat. Additionally, we observed a statistically significant three-way interactive effect indicating that all three factors jointly influence the students’ propensity to cheat. These findings provide insights for accounting educators concerned with preventing classroom cheating. They also confirm the call by Statement on Auditing Standards No. 99 for auditor focus on fraud triangle variables. This exploratory study also suggests that future research is needed to examine the interactive effects of personality characteristics with fraud triangle factors to better understand student cheating behaviors.