Psychology Research and Behavior Management (Nov 2023)
Mastery Approach Goals Mediate the Relationship Between Authenticity and Academic Cheating: Evidence from Cross-Sectional and Two-Wave Longitudinal Studies
Abstract
Xiaobo Xu,1 Mengya Xia,2 Qinghua Chen,3 Weiguo Pang4 1School of Psychology, Shanghai Normal University, Shanghai, People’s Republic of China; 2T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA; 3Department of Psychology, Hefei Normal University, Hefei, People’s Republic of China; 4School of Psychology and Cognitive Science, East China Normal University, Shanghai, People’s Republic of ChinaCorrespondence: Xiaobo Xu, School of Psychology, Shanghai Normal University, 100# Guilin Road, Shanghai, 200234, People’s Republic of China, Email [email protected] Weiguo Pang, School of Psychology and Cognitive Science, East China Normal University, 3663# North Zhongshan Road, Shanghai, 200062, People’s Republic of China, Email [email protected]: Prior studies revealed several beneficial aspects of being authentic, such as higher subjective well-being, more harmonious interpersonal relationships, and better workplace performance. However, how authenticity relates to unethical cheating behaviors in the academic context remains to be seen. Based on the literature review, the present study hypothesized that authenticity may be negatively linked to academic cheating through the mediating path of mastery approach goals.Methods: In Study 1, 250 college students self-reported their demographics and academic performance, and completed the scales of authenticity, academic cheating, mastery approach goals, and social desirability. In Study 2, 111 college students completed the same measures as in Study 1 at two different time points (5 months in between).Results: In Study 1, the results indicated that authenticity was positively associated with mastery approach goals, and both were negatively associated with academic cheating. After controlling for the confounding effect of gender, age, academic performance, and social desirability, mastery approach goals were identified as a mediator in the authenticity–academic cheating relationship. In Study 2, the correlation result confirmed the association patterns found in Study 1. Moreover, cross-lagged analysis supported the directionality proposed in the mediation model.Conclusion: The findings identified the mediating role of mastery approach goals in the link between authenticity and academic cheating, supporting the motivated cognition perspective of personality, the motivational model of academic cheating, and the self-determination theory. Implications, limitations, and directions for future research were provided.Keywords: authenticity, mastery approach goals, academic cheating, mediation
