Abstract
The current study examined the association between home–school dissonance and academic cheating among 344 high school juniors and seniors at two urban high schools. Students completed two subscales of the Patterns of Adaptive Learning Scale (PALS) and one subscale of the Academic Motivation Scale (AMS). Analyses revealed that home–school dissonance significantly predicted both amotivation and academic cheating. In addition, results revealed that amotivation was a significant mediator of the association between home–school dissonance and academic cheating. Limitations and future research directions are discussed.
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