Can negative emotions increase students’ plagiarism and cheating?

Abstract The challenges of higher education can be stressful, anxiety-producing, and sometimes depressing for students. Such negative emotions may influence students’ attitudes toward assessment, such as whether it is perceived acceptable to engage in plagiarism. However, not known any impact on plagiarism translate into actual behaviours. In two studies conducted at universities (Study 1 N = 718; Study 2 490), we examined emotionality influenced behaviour via attitudes, norms, intentions predicted by the theory planned behaviour. both studies, affect mediated These findings suggest that a risk engagement institutions should support emotional well-being, especially regarding assessment practices.