Explaining cheating in schools with Situational Action Theory: Within-estimations using a German school panel

Wikström's Situational Action Theory (SAT) explains rule-breaking by reference to the cognitive perception-choice process, which indicates how a person's propensity break rules interacts with setting's criminogeneity. SAT's situational model claims that interaction between personal morality and moral norms of setting, so-called filter, is critical in explanation rule-breaking, influence self-control subordinate this process. Self-control becomes relevant when individuals whose discourages are exposed settings encourage is, if filter conflicted. Whereas most previous studies have equated morality, we consider setting as well. This allows for more rigorous test thus conditionality self-control. Here, investigate student cheating, using data from two waves large-scale German school panel study, conceptualise descriptive norm: other students’ cheating behaviour. ensures spatio-linkage criminogeneity necessary investigating SAT. Additionally, our estimation strategy – person fixed-effect models controls alternative explanations selection people into different levels Moreover, it heterogeneity across persons schools. The findings line predictions. In cases correspondence students rule-abiding least likely cheat, whereas cheat. Also, SAT, only matters they rule-breaking.