This study reassesses the relations between exam-related cheating behavior and its antecedents proposed in Smith et al.’s (2009) Motivation and Cheating Model. Specifically, it calculates whether the significant relations measured in the referent study among...
We investigate effects of cognitive style (field dependency) on performance on examination questions that differ in terms of contextual familiarity and degree of structure. We find that field independent students perform significantly better solving unfamiliar...
