The relations of motivational variables to self-reported cheating behaviors and beliefs in science were examined in a sample of early adolescents. It was hypothesized that cheating and beliefs in the acceptability of cheating would be more likely when students perceived an emphasis on performance and extrinsic incentives rather than on mastery and improvement. Results indicated that students who reported cheating in science perceived their classrooms as being extrinsically focused and perceived their schools as being focused on performance and ability. Students who believed in the acceptability of cheating also reported personal extrinsic goals and a perceived emphasis on extrinsic factors in class. Students who reported cheating also worried about school. The reported use of deep cognitive strategies was related negatively and the use of self-handicapping strategies was related positively to cheating beliefs and behaviors. Why do some adolescents engage in cheating behaviors, whereas others do not? What are the motivational variables related to cheating during adolescence? The present study examines relations between motivational variables and selfreported cheating beliefs and behaviors in a sample of early adolescents.
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