Capitalising on Emotions and Emotional Regulation: Five Strategies to Improve Academic Integrity

This chapter explores the role that emotions play in students’ decisions to cheat and their responses to cheating after it has occurred. We outline a model showing the potential connections between emotions and cheating. Next, we provide an overview of the literature on emotions, both anticipated and experienced, and academic dishonesty. The literature review covers anticipated moral emotions, fear of failure, positive and negative emotions, self-control, and emotional reactions to cheating. We connect the empirical findings from research on emotions and cheating to five strategies that instructors and practitioners can implement to deter academic misconduct and promote academic integrity. Finally, we suggest areas for future research into connections between emotions and cheating.