Extrinsic goals are more strongly associated with cheating than intrinsic enjoyment of learning¶
Claim · All claims
Evidence · 1 study · theoreticalr2·q2
Currency · newest study 2025 · checked against its sources 2026-10-16 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Murdock and Anderman's integrated model indicates extrinsic goals focused on external rewards are more strongly associated with cheating, while mastery-oriented classrooms reduce its likelihood. → Sandra Leaton Gray 2025
Evidence¶
Sandra Leaton Gray 2025¶
Sandra Leaton Gray, Dominic Edsall, Dimitris Parapadakis. (2025). AI-Based Digital Cheating At University, and the Case for New Ethical Pedagogies. Journal of Academic Ethics. https://doi.org/10.1007/s10805-025-09642-y
q2 · i? · theoretical · r2
The article reports the integrated model of academic dishonesty of Murdock and Anderman (2006), which frames cheating around three motivational questions. It states "extrinsic goals... are more strongly associated with cheating"; no effect size is printed and the model is reported second-hand.
"Their model suggests that extrinsic goals, which focus on external rewards rather than the intrinsic enjoyment of learning, are more strongly associated with cheating."
Discussion¶
Learner Variables¶
- Motivation — predictor: learners who differ on it differ in outcomes
- Interest — predictor: learners who differ on it differ in outcomes
- Achievement Emotions — predictor: learners who differ on it differ in outcomes
- Achievement Goal Orientation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- The article argues extrinsic rewards such as grades can reduce intrinsic motivation and should be phased out — related
- Praise for intelligence, rather than for effort, after success undermines children's motivation and performance after a later failure — related
- Expected tangible rewards reduce later free-choice engagement with a rewarded task, while verbal praise does not — related
- Self-efficacy negatively correlates with cheating, but actual ability does not inversely correlate with dishonesty — related
- Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — a broader claim this one bears on
- Intrinsically motivated students show significantly higher proportions of evaluation and elaboration messages, while extrinsically motivated students concentrate in planning and orientation — related
- Motivational orientation is strongly associated with the role students assign to GenAI: intrinsically motivated students most often position it as an instructor, extrinsically motivated students as a replacement tool — related
- Extrinsic rewards deplete intrinsic motivation for already-motivated activities once the rewards are removed — a broader claim this one bears on
- Extrinsic motivation to please teachers is positively related to intrinsic motivation among Asian American students but negatively among Caucasian students — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
extrinsic-goals-associated-with-cheating |
title |
Extrinsic goals are more strongly associated with cheating than intrinsic enjoyment of learning |
description |
Extrinsic goals are more strongly associated with cheating than intrinsic enjoyment of learning |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
source_checked |
2026-10-16 |
generated |
by process:wiki-ingest on 2026-10-11 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sandra-leaton-gray-2025 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.