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      Why Students Do Not Engage in Contract Cheating

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          Abstract

          Contract cheating refers to students paying a third party to complete university assessments for them. Although opportunities for commercial contract cheating are widely available in the form of essay mills, only about 3% of students engage in this behaviour. This study examined the reasons why most students do not engage in contract cheating. Students ( n = 1204) completed a survey on why they do not engage in contract cheating as well as measures of several individual differences, including self-control, grit and the Dark Triad traits. Morality and motivation for learning received the greatest endorsement for why students do not engage in contract cheating. Controlling for gender, individual differences predicted students’ reasons for not contract cheating. This study supports the use of criminological theories relating to rational choice, self-control and opportunity to explain why students do not engage in contract cheating. Practically, this study may inform academic policies and assessment design that may reduce contract cheating.

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          Most cited references 67

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          Social Change and Crime Rate Trends: A Routine Activity Approach

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            Self-monitoring of expressive behavior.

             Mark Snyder (1974)
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              The Dark Triad of personality: Narcissism, Machiavellianism, and psychopathy

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                04 October 2019
                2019
                : 10
                Affiliations
                1Discipline of Psychology, Murdoch University , Perth, WA, Australia
                2School of Psychological Science, University of Western Australia , Perth, WA, Australia
                3School of Law, University of Western Australia , Perth, WA, Australia
                4School of Law, Murdoch University , Perth, WA, Australia
                Author notes

                Edited by: Jason Michael Stephens, The University of Auckland, New Zealand

                Reviewed by: Irene Glendinning, Coventry University, United Kingdom; Giuseppe Mannino, Libera Università Maria SS. Assunta, Italy

                *Correspondence: Kiata Rundle, kiata.rundle@ 123456gmail.com

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2019.02229
                6787909
                Copyright © 2019 Rundle, Curtis and Clare.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                Page count
                Figures: 0, Tables: 3, Equations: 0, References: 77, Pages: 15, Words: 0
                Categories
                Psychology
                Original Research

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