Marjan Ghorbani Fard - Ph.D Candidate, Educational Psychology, Islamic Azad University, Tehran Branch, Tehran, Iran.
Mojgan Sepahmansour - Faculty member, Department of Psychology, Islamic Azad University, Tehran Branch, Tehran, Iran.
Afsaneh Ghanbaripanah - Faculty Member, Department of Psychology, Islamic Azad University, Tehran Branch, Tehran, Iran.

Background cheating is one of the forms of abuse that has become one of the biggest concerns of educational institutions. Therefore, the aim of the present study was to Provide a model for explaining the impact of achievement goals, social comparison, cognitive-emotional trust, and imbalance between effort -reward on student cheating behavior. Methods: Structural equation modeling was the method used in this research. The statistical population of this study consisted of ۳۸۴ students selected from male second- high schools in ۴ districts of Tehran in the academic year ۲۰۱۷-۲۰۱۸. According to Morgan table, the sample size was specified; and cluster random sampling method was used for sample selection. Achievement Goals Questionnaire, developed by Migli et al., ۲۰۰۰; Social Comparison Scale by Chan and Parandrgst, ۲۰۰۷; Cognitive -Emotional Trust Scale by Yang and Mohsedler, ۲۰۱۰; Effort-Reward Imbalance Questionnaire by Sigrist, ۲۰۱۰; and cheating Behavior Questionnaire by Newstead et al., ۱۹۹۶ were applied for collecting data. For data analysis, Pearson’s correlation with SPSS ۲۰ and Amos ۲۴ (α = ۰.۰۵) were used. Results: A significant positive correlation was found between avoidance (r=.۵۶۰, P <۰.۰۱), performance (r = .۳۲۹, P <۰.۰۱) and cheating behavior.Whearas, there was a significant negative correlation between avoidance subscale and cheating behavior (r =-۴۲۹, p <۰.۰۱). Mreover, there was no significant relationship between imbalance effort-reward and cheating behavior. However, emotional trust (r=.۳۹۱, P <۰.۰۱) and cognitive trust (r=.۱۴۵, P <۰.۰۱) were positively correlated with cheating behavior. Conclusion: The results obtained in this study indicated that social comparison and cognitive-emotional trust variables have the power to explain the scores of cheating behavior.  However, the other two variables of this study and model did not show a significant relationship with it..

Achievement goals, Cheating Behavior, cognitive-emotional trust, inconsistency between effort and reward, social comparison