Academic dishonesty is a rampant and troubling phenomenon in the educational sector. Although demographic factors have been linked with students’ academic dishonesty in the literature, many of these aspects are difficult to change. However, students’ motivation, a known malleable factor, may allow for opportunities to shape students’ beliefs, goals, and values, which can, in turn, mitigate academic dishonesty. In light of the growing literature on this topic, a research synthesis is needed to clarify discrepant findings and identify salient motivation factors associated with academic dishonesty. Thus, we examined relations between academic dishonesty and motivation as informed by achievement motivation frameworks. From 79 studies, meta-analytic results indicated that academic dishonesty was negatively associated with classroom mastery goal structure, individual mastery approach goals, intrinsic motivation, self-efficacy, utility value, and internal locus of control. Academic dishonesty was positively linked with amotivation and extrinsic goal orientation. Students’ age was a significant moderator for the relation between intrinsic motivation and academic dishonesty. Implications from meta-analytic findings are drawn with regard to theory and practice.

学术不诚实是教育部门中猖ramp和令人不安的现象。尽管人口因素已与文献中学生的学术不诚实程度相关联，但其中许多方面都很难改变。但是，学生的动机（一个已知的延展性因素）可能会提供机会来塑造学生的信念，目标和价值观，从而反过来减轻学术上的不诚实。鉴于有关该主题的文献不断增长，需要进行研究综合以阐明不一致的发现并确定与学术不诚实相关的显着动机因素。因此，我们考察了成就动机框架所提供的学术不诚实与动机之间的关系。根据79项研究，荟萃分析结果表明，学术不诚实与教室精通目标结构，个人精通方法目标，内在动机，自我效能，效用价值和内部控制源呈负相关。学术上的不诚实与积极性和外在目标导向正相关。学生年龄是内在动机与学术不诚实之间关系的重要调节者。荟萃分析的发现对理论和实践都具有借鉴意义。