Abstract:
In the proposed paper, person and variable-centered data analytic techniques are employed to investigate the associations between secondary students’ (N= 590) judgements, emotions, and actions related to academic dishonesty. As hypothesized, results indicated that most students reported engaging in some form of academic dishonesty in the past year, and many doing so despite believing what they did was morally wrong. Unexpectedly, analyses relieved that moral emotions, particularly guilt, seemed to act as a protective factor against cheating rather a feeling experienced in the wake of its enactment. These and related results will be described in more detail in full paper as well as their theoretical and educational significance for scholars and teachers interested in moral development and behavior.
