Abstract
The present study explored differences between United States (US) and Ukrainian undergraduates (N=378) in terms of their academic motivation and its relation to their beliefs and behaviours related to academic misconduct. Specifically, this study investigated differences between US and Ukrainian students' task value, goal orientations, moral beliefs about cheating and engagement in cheating behaviour. Results revealed several significant differences between US and Ukrainian students. While similar in their level of academic task value and mastery goal orientation, Ukrainian students had reported being less performance goal oriented than their US counterparts. Ukrainian students also reported lower judgments about the wrongness of cheating and higher levels of engagement in cheating behaviour than US students. Finally, regression analyses revealed a significant culture x task value interaction on both cheating beliefs and behaviours: among Ukrainian undergraduates, increases in task value both strengthen beliefs about the wrongness of cheating and reduce engagement in it. These results and their theoretical and educational significance are
 discussed.
Highlights
According to the Institute of International Education, the number of international students at United States (US) colleges and universities increased by 7% during the 2007/8 academic year to a record high of 623,805 (Institute of International Education, 2008a)
This study was designed to address three questions: 1. Are there differences between US and Ukrainian students in terms of moral beliefs and self-reported behaviours related to academic misconduct? do US and Ukrainian students differ in the extent to which they 1) perceive cheating as wrong, and 2) report engaging in academic cheating?
In terms of academic motivation, US students reported being more performance goal orientated than their counterparts (F(1,376)=63.3, p
Summary
The number of US students studying aboard increased by 8% to 241,791 during the 2006/7 academic year, continuing a decade-long trend in growth (Institute of International Education, 2008b). While these growing numbers mean increased opportunities for both international and US students, they pose some potential challenges. Are there differences between US and Ukrainian students in terms of moral beliefs and self-reported behaviours related to academic misconduct? Do US and Ukrainian students differ in the extent to which they 1) perceive cheating as wrong, and 2) report engaging in academic cheating?
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