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By growing awareness for and interest in climate change, media coverage enlarges the window of opportunity by which research can engage individuals and collectives in climate actions. However, we question whether the climate change research that gets mediatized is fit for this challenge. From a survey of the 51,230 scientific articles published in 2020 on climate change, we show that the news media preferentially publicizes research outputs found in multidisciplinary journals and journals perceived as top-tier. An in-depth analysis of the content of the top-100 mediatized papers, in comparison to a random subset, reveals that news media showcases a narrow and limited facet of climate change knowledge (i.e., natural science and health). News media selectivity reduces climate change research to the role of a sentinel and whistleblower for the large-scale, observed, or end-of-century consequences of climate change for natural Earth system components. The social, economic, technological, and energy aspects of climate change are curtailed through mediatization, as well as local and short-term scales of processes and solutions. Reviewing the social psychological mechanisms that underlie behavioral change, we challenge the current criteria used to judge newsworthiness and argue that the consequent mediatization of climate change research fails to breed real society engagement in actions. A transformative agenda for the mediatization of climate change research implies aligning newsworthiness with news effectiveness, i.e., addressing the extent to which communication is effective in presenting research that is likely to produce behavioral change.

Collective cheating can have serious consequences in professional and educational settings. Existing data show that collective cheating is common and that individuals cheat more when they are in groups, highlighting the existence of some collective organisation in the endeavour. However, little is known about the emergence of this behaviour and the group processing involved. Drawing on qualitative data from 20 semi-structured interviews and a thematic analysis, the present study explored collective cheating in academic contexts. Seven themes emerged that retrace the chronology of collective cheating from its beginning to its impact on the group: reasons, birth and organisation of collective cheating, risk management, concealment strategies, justifications and social impact. Participants emphasised the extrinsic benefits, the interdependence of members and the importance of existing social norms, as well as the positive valence of this kind of dishonesty. In participants' recalls, cheating together means cooperating, showing solidarity, helping and supporting each other.

Educational institutions are imbued with an institutional meritocratic discourse: only merit counts for academic success. In this article, we study whether this institutional belief has an impact beyond its primary function of encouraging students to study. We propose that belief in school meritocracy has broader societal impact by legitimizing the social class hierarchy it produces and encouraging the maintenance of inequalities. The results of four studies (one correlational study, Ntotal = 198; one experiment, Ntotal = 198; and two international data surveys, Ntotal = 88,421 in 40+countries) indicate that belief in school meritocracy reduces the perceived unfairness of social class inequality in society, support for affirmative action policies at university and support for policies aimed at reducing income inequality. Together, these studies show that the belief that schools are meritocratic carries consequences beyond the school context as it is associated with attitudes that maintain social class and economic inequality.

International audience; There is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school performance. In this paper, we explored the role of various school adjustment variables in the relationship between interpersonal socio-emotional competencies and school grades, using a weighted network approach. This network approach allowed us to analyze the structure of interrelations between each variable, pointing to both central and mediatory school and socio-emotional variables within the network. Self-reported data from around 3,400 French vocational high school students were examined. This data included a set of interpersonal socio-emotional competencies (cognitive and affective empathy, socio-emotional behaviors and collective orientation), school adjustment measures (adaptation to the institution, school anxiety, self-regulation at school, and self-perceived competence at school) as well as grades in mathematics and French language. The results showed that self-regulation at school weighted the most strongly on the whole network, and was the most important mediatory pathway. More specifically, self-regulation mediated the relationships between interpersonal socio-emotional competencies and school grades.

International audience; BackgroundA growing literature focuses on reasons behind achievement goal endorsement, and mastery-approach goals (MG) specifically, and how these reasons influence academic performance. Past research provides evidence that student-level social value-related reasons behind MG moderate the MG-performance link in adolescents and young adults. However, we ignore whether this moderation is best conceived of as a student-level effect (i.e., students’ social value-related reasons), a class-level effect (i.e., influence of class-dependent contextual social value), or both.AimsThis research aims at understanding the moderation of the MG-performance link by social value from a multilevel account, which is novel, as the student level has been the default level so far.SampleThe study was conducted on a sample of 436 primary school students, from 3rd to 6th grade.MethodsStudents completed a MG scale adapted to their French classes under different instructions: standard, social desirability (answer to be viewed as likeable by your teacher), social utility (answer to be viewed as successful by your teacher), along with a dictation to measure performance, and socio-demographic measures.ResultsResults show that the moderation effect of social utility on the MG-dictation performance link is observed at the student level, but that the moderation by social desirability is best accounted for by class-level differences.ConclusionsIt is important to consider a multilevel framework when examining reasons behind MG reports, including social value-related reasons, both for future research and teachers in the classroom.

There is evidence that democracies are under threat around the world while the quest for strong leaders is increasing. Although the causes of these developments are complex and multifaceted, here we focus on one factor: the extent to which citizens express materialist and post-materialist concerns. We explore whether objective higher levels of democracy are differentially associated with materialist and post-materialist concerns and, in turn, whether this is related to the wish for a strong leader. Testing this hypothesis across 27 countries (N = 5,741) demonstrated a direct negative effect of democracies’ development on the wish for a strong leader. Further, multi-level mediation analysis showed that the relation between the Democracy Index and the wish for a strong leader was mediated by materialist concerns. This pattern of results suggests that lower levels of democracy are associated with enhanced concerns about basic needs and this is linked to greater support for strong leaders., info:eu-repo/semantics/published

In this chapter, the authors delineate how competition circulates through education. First, the authors show how competitive ideologies, values, and norms are transmitted from society to educational institutions, in particular ideologies and values such as meritocracy, the belief in a fair free market, and neoliberalism, as well as norms such as productivism and employability. Second, the authors review the competitive structures and climates within educational institutions that shape students’ values, goals, and behaviors, in particular structures such as normative assessment, tracking, and numerus clausus, as well as climates such as classroom climate, goal structures, and error climate. Third, the authors report research that documents the impact of students’ competitive values, goals, and behaviors on educational outcomes, from learning and achievement to social relations. Finally, the authors conclude by reflecting on how such a socialization of students may impact society in a feedback loop, either in terms of maintenance of the status quo or in terms of social change.

This article investigates whether street-level bureaucrats can be incentivised to process information in ways that lead to more effective implementation decisions. It draws on the literatures on behavioural public policy (BPP) and street-level bureaucracy to analyse how civil servants implement disability insurance policy in Switzerland. We conducted a field experiment to assess whether a thought-provoking nudge improves the decisional effectiveness of street-level bureaucrats (SLBs). SLBs were assigned to either a ‘business-as-usual’ control condition, or to an experimental condition, where they were called to pay attention to vulnerability processes along the beneficiaries’ life course when making decisions. While we did not find that the thought-provoking nudge directly improved effectiveness, we found that it increased beneficiaries’ humanisation. In particular, there was some evidence for indirect positive effects of the thought-provoking nudge on effectiveness via humanisation. These findings encourage BPP researchers to consider additional dimensions such as humanisation to nudge SLBs into processing information in better ways.

International audience; To understand the persistent social class achievement gap, researchers have investigated how educational settings affect lower versus higher socioeconomic status (SES) students’ performance. We move beyond the question of actual performance to study its assessment by evaluators. We hypothesized that even in the absence of performance differences, assessment’s function of selection (i.e., compare, rank, and track students) leads evaluators to create a SES achievement gap. In 2 experiments (N = 196; N = 259), participants had to assess a test supposedly produced by a high- or a low-SES student, and used assessment for selection (i.e., normative grading) or learning (i.e., formative comments). Results showed that evaluators using assessment for selection found more mistakes if the test was attributed to a low-rather than a high-SES student, a difference reduced in the assessment for learning condition. The third and fourth experiments (N = 374; N = 306) directly manipulated the function of assessment to investigate whether the production of the social class achievement gap was facilitated by the function of selection to a greater extent than the educational function. Results of Experiment 3 supported this hypothesis. The effect did not reach significance for Experiment 4, but an internal meta-analysis confirmed that assessment used for selection led evaluators to create a SES achievement gap more than assessment used for learning, thereby contributing to the reproduction of social inequalities. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Social interdependence theory has provided a conceptual framework to understand cooperation and competition through a common mechanism: Social interdependence, i.e., the mechanism whereby the outcomes of individuals in a group are affected by the actions of the other group members. Positive social interdependence is the set of rules, norms, or practices that requires all group members to contribute to a common goal in order to fulfill individual goals. Negative social interdependence requires that some members fulfill their goals to the detriment of others’ goals. We review the research showing how social interdependence affects group members’ perceptions and behaviors, which in turn influence their learning outcomes. We focus on cooperation and the work that showed how cooperation requires positive goal interdependence, but also group members’ responsibility and accountability, interactions directed toward the promotion of the partners, the use of social skills, and critical reflection upon group processes. Then we turn to the literature on cooperative methods in education, and we provide evidence that they favor learning outcomes, psychological and social adjustment, and positive relationships, as compared to competitive and individualistic methods. However, cooperation is vulnerable to threatening social comparison, and we provide evidence that interactions among group members that focus on relative status instead of the task may reduce the beneficial effects of cooperation. Finally, we report an intervention study that illustrates how the implementation of cooperative methods requires training and promotion. Social Interdependence and the Promotion of Cooperative Learning.

We adopted an achievement goal complex framework (studying achievement goals and reasons connected to goals) to determine when and why performance goals predict exploitation of others’ knowledge. We hypothesized that: (i) when selective assessment is used (exams aiming to select a limited number of individuals), the link between performance goals and exploitation orientation is stronger; (ii) the reason why is that selective assessment fosters performance goals regulated by controlled reasons. Study 1 (N = 166) supported these hypotheses in a “real world” environment, comparing students enrolled in programs using non-selective versus selective assessment (but having a majority of common courses). Then, an experimental causal-chain-like design was used. In Study 2 (N = 187), presenting an intelligence test as selective (vs. [self-]evaluative) predicted controlled reasons connected to performance goals. In Study 3 (N = 192), inducing performance goals using controlling (vs. autonomy-supportive) language predicted exploitation orientation, indirectly impairing information-sharing behaviors. The results contribute to the understanding of both the structural antecedents and interpersonal consequences of achievement goal complexes.

International audience; Selection practices in education, such as tracking, may represent a structural obstacle that contributes to the social class achievement gap. We hypothesized that school’s function of selection leads evaluators to reproduce social inequalities in tracking decisions, even when performance is equal. In two studies, participants (students playing the role of teachers, N = 99, or preservice and in-service teachers, N = 70) decided which school track was suitable for a pupil whose socioeconomic status (SES) was manipulated. Although pupils’ achievement was identical, participants considered a lower track more suitable for lower SES than higher SES pupils, and the higher track more suitable for higher SES than lower SES pupils. A third study (N = 160) revealed that when the selection function of school was salient, rather than its educational function, the gap in tracking between social classes was larger. The selection function of tracking appears to encourage evaluators to artificially create social class inequalities.

“Sharing is caring” the old adage goes, with its implied message that both are morally desirable. But what if it’s test answers that students are sharing with their friends? Integrating values, cheating, and in-group bias theory, we hypothesize that adherence to group-loyalty benevolence values—considered as some of the most moral values—positively predicts the acceptance of collective cheating, that is students cheating together with in-group peers, when competition is salient. Operationalizing competition in three different ways we test this in four studies. In Study 1, adherence to benevolence values predicted positive attitudes toward collective but not individual cheating among students presented (vs. not) with a portrayal of society as competitive. Study 2 revealed that, within the competitive context of an end-of-year exam, adherence to benevolence values positively predicted moral disengagement toward collective cheating but negatively predicted individual cheating. Study 3 showed that valuing both being a dependable friend and attaining power and influence, predicted the acceptance of collective cheating. Finally, in Study 4, carried out with dyads of students, groups composed of students who knew each other cheated more than students composed of strangers. Furthermore, dyad adherence to power values positively predicted cheating behavior among dyads that knew (vs. did not know) each other. These results signal that group loyalty can, in certain conditions, lead to justifying and engaging in collective cheating, and that the motivational underpinnings may be the moral status of benevolence values. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Research on attitudinal ambivalence is flourishing, but no research has studied how others perceive its expression. We tested the hypothesis that the expression of attitudinal ambivalence could be positively valued if it signals careful consideration of an issue. More specifically, ambivalence should be judged higher on social utility (competence) but not on social desirability (warmth), compared to clear-cut attitudes. This should be the case for controversial (vs. consensual) issues, where ambivalence can signal some competence. The participants in four experiments indeed evaluated ambivalence higher on a measure of social utility, compared to clear-cut (pro-normative and counter-normative) attitudes, when the attitude objects were controversial; they judged pro-normative attitudes higher for both social utility and social desirability when the attitude objects were consensual. Attitudinal ambivalence can therefore be positively valued, as it is perceived as competence when the expression of criticism is socially accepted.

International audience; Relative deprivation (RD) is the judgment that one or one’s ingroup is worse off compared with some relevant standard coupled with feelings of dissatisfaction, anger, and resentment. RD predicts a wide range of outcomes, but it is unclear whether this relationship is moderated by national cultural differences. Therefore, in the first study, we used national assessments of individual-collectivism and power distance to code 303 effect sizes from 31 different countries with 200,578 participants. RD predicted outcomes ranging from life satisfaction to collective action more strongly within individualistic nations. A second survey of 6,112 undergraduate university students from 28 different countries confirmed the predictive value of RD. Again, the relationship between individual RD and different outcomes was stronger for students who lived in more individualistic countries. Group-based RD also predicted political trust more strongly for students who lived in countries marked by lower power distance. RD effects, although consistent predictors, are culturally bounded. In particular, RD is more likely to motivate reactions within individualistic countries that emphasize individual agency and achievement as a source of self-worth.

Collective nostalgia for the good old days of the country thrives across the world. However, little is known about the social psychological dynamics of this collective emotion across cultures. We predicted that collective nostalgia is triggered by collective angst as it helps people to restore a sense of in-group continuity via stronger in-group belonging and out-group rejection (in the form of opposition to immigrants). Based on a sample (N = 5,956) of individuals across 27 countries, the general pattern of results revealed that collective angst predicts collective nostalgia, which subsequently relates to stronger feelings of in-group continuity via in-group belonging (but not via out-group rejection). Collective nostalgia generally predicted opposition to immigrants, but this was subsequently not related to in-group continuity., SCOPUS: ar.j, info:eu-repo/semantics/published

Confirmation is a widespread tendency to seek, use, interpret or remember information in such a way as to corroborate one’s hypothesis. We review various conceptions of confirmation and classify th...

Previous research has shown that women eating small portions of food (vs. eating big portions) are perceived as more feminine, whereas men eating large portions are perceived as more masculine. The specific type of food items have also been shown to carry connotations for gender stereotyping. In addition, matching the co-eater's food quantity is also a means to ingratiate him or her. Thus, a potential motivational conflict between gender identity expression and ingratiation arises when people eat in opposite-sex dyads. Scholars have, thus far, focused their attention on one of these two dimensions at a time, and rarely in relation to the co-eaters' sex. The present study investigated, through a restaurant scenario, the way in which women and men, when asked to imagine having lunch in dyads, combine food choice and quantity regulation as a function of the co-eater's sex. Results showed that participants use the quantity dimension to communicate gender identity, and the food type dimension to ingratiate the co-eater's preferences by matching her/his presumed choice, following gender-based stereotypes about food. In opposite-sex dyads, dishes that incorporate the two dimensions were chosen above the expected frequency.

© 2017 Elsevier Inc. How are competitive goals transmitted over time? As most competence-relevant contexts (e.g., school) are hierarchy-relevant (e.g., teacher/students), supervisors’ performance-approach goals (desire to outperform others) should play a major role. We formulated a performance goals socialization hypothesis: The higher a supervisor's performance-approach goals, the stronger the effects of time on followers’ performance-approach and -avoidance (desire not to be outperformed by others) goals. Study 1, involving coaches and their soccer players, showed that indeed a performance goals socialization phenomenon exists. Study 2, involving thesis supervisors and their Ph.D. students, showed its consequences: performance goals socialization reduced subordinates’ motivation and well-being over time. Study 3, involving video game team leaders and their players, showed its enabling condition: the stronger the subordinates’ identification to their team, the more pronounced the performance goals socialization. Study 4, involving schoolteachers and their pupils, showed its directional moderator: the higher the subordinates’ perceived self-competence, the higher the change in performance-approach goals over time, and the lower that in performance-avoidance goals. It is then crucial to consider social hierarchy when studying goal formation. ispartof: Contemporary Educational Psychology vol:49 issue:49 pages:337-354 status: published

In group decision-making, people take insufficient account of the information coming from others. We hypothesize that this can be explained by an ownership bias that would especially occur in competition, rather than in cooperation. In a two-phase decision-making situation, people reached an initial decision and then evaluated the value of their own information and the consistent and inconsistent information of others under different conditions of goal interdependence (cooperation or competition). Finally, then had to reach a final decision regarding a road accident. Results showed an ownership bias in information value which is stronger in competition than in cooperation. Moreover, decision quality was lower in competition than in cooperation, an effect mediated by the ownership bias, beyond the preference effect.Keywords: ownership bias, preference effect, information value, cooperation vs. competition, decision-making

Sociologists coined the term "anomie" to describe societies that are characterized by disintegration and deregulation. Extending beyond conceptualizations of anomie that conflate the measurements of anomie as 'a state of society' and as a 'state of mind', we disentangle these conceptualizations and develop an analysis and measure of this phenomenon focusing on anomie as a perception of the 'state of society'. We propose that anomie encompasses two dimensions: a perceived breakdown in social fabric (i.e. disintegration as lack of trust and erosion of moral standards) and a perceived breakdown in leadership (i.e. deregulation as lack of legitimacy and effectiveness of leadership). Across six studies we present evidence for the validity of the new measure, the Perception of Anomie Scale (PAS). Studies 1a and 1b provide evidence for the proposed factor structure and internal consistency of PAS. Studies 2a-c provide evidence of convergent and discriminant validity. Finally, assessing PAS in 28 countries, we show that PAS correlates with national indicators of societal functioning and that PAS predicts national identification and well-being (Studies 3a & 3b). The broader implications of the anomie construct for the study of group processes are discussed., SCOPUS: ar.j, info:eu-repo/semantics/published

To understand the persistence of social inequalities, research in psychology has traditionally focused on individual determinants of the unequal treatment of social groups. For example, a great deal of work has situated the origin of inequalities in the discrimination produced by individuals who are biased by their negative beliefs and attitudes. And yet, several authors proposed that individuals' action and psychological tendencies are grounded in (and foster) the social world (e.g., Fiske et al., 1998). As a result, determinants of inequalities could be better analyzed by considering the way in which the social world is structured and shape people's experiences (see Adams et al., 2008). In particular, institutions (e.g., educational systems, politics and the legal system, media) are an important structural element that shapes people's experiences. Institutions reflect and promote ideas and values (e.g., equal opportunities, meritocracy, etc.), and thereby influence the way people think about themselves, others and society. However, some scholars proposed that institutions reflect the perspective of, and are structured to benefit the dominant groups (Jackman, 1994; Adams et al., 2008; Markus and Fiske, 2012). They convey ideas, promote norms, and legitimate practices that maintain and justify existing inequalities. Consequently, institutions participate in enhancing the experiences of dominant group members, while hindering those of dominated group members. The present research topic in Frontiers in Educational Psychology proposes to bring together recent research studying how institutions favor dominant groups and disadvantage dominated groups. It gathers contributions from educational sciences, social psychology, cultural psychology, and sociology. Various forms of inequalities are investigated, based on social class, gender, nationality group, and migratory status. A broad range of institutional factors are considered as potential determinants of inequalities: national asylum policies and economic disparities, ideologies and practices embedded in educational institutions such as schools, universities and museums, recruitment, and human resources practices. In an opinion piece, Sanchez-Mazas discusses the fundamental right of children to education, within the framework of migration. In particular, she analyses the asylum policies that might deny migrant such a fundamental right, with a focus on policies that trigger the disappearance of failed asylum seekers into clandestinity. The next four articles report research that investigates how some peculiarities of educational institutions might contribute to inequalities. This research highlights barriers to the success of women and low social class students that are embedded in the very structure of educational institutions. Wiederkehr, Bonnot, Krauth-Gruber, and Darnon show that the widespread belief in meritocracy at school (i.e., success depends on hard work) serves a system-justifying role for low status students. This work points to the problem that schools might convey ideological beliefs that reinforce low status individuals' acceptance of their lower position in society. Jury, Smeding, and Darnon focus on the function of selection of educational institutions, that is their role in identifying the best students, rewarding them with degrees and guiding them toward the highest social positions. They demonstrate that merely reminding students of the selection operated at university hinders the performance of first-generation students. The function of selection would thus contribute to the achievement gap between first- and continuing-generation students. Autin, Batruch and Butera also studied the function of selection. Results showed that endorsing the idea that educational institutions should select the best student predicts more support for traditional assessment practices—although known to disadvantage low status students—and less support for alternative assessment practices. Promoting the idea that schools select the most deserving students would thus restrain changes in assessment practices toward greater equality. Finally, Sommet, Quiamzade, Jury, and Mugny propose to unravel institutional obstacles to the success of both low and high status students. Their results suggest that a competitive academic context reduces learning goal endorsement in first-generation students but that a less competitive context reduces learning goals in continuing-generation students. This work pleads for a greater consideration of the interaction between the students' status and the structure of the educational institutions. Mukherjee, Salter, and Molina broaden the range of educational institutions and analyze museums as tools for history education. They propose that the historical representation of immigration reflects the dominant group's identity. Reciprocally, engaging in such representation of history shapes visitors' experience to favor the dominant group, for example by increasing exclusive stances toward immigrants. The next two articles tackle the interplay between the educational and the professional world. Jensen and Jetten investigate student's professional and academic identity development. They question how the interactions organized in universities foster or, on the contrary, restrain the creation of the social capital that facilitates identity formation. Their results show that interactions with other students facilitates the emergence of academic identity, but hinders interaction with teachers and the emergence of a professional identity. Goastellec and Ruiz focus on those students at the crossroad between schools and companies: apprentices. These authors highlight how the criteria used to recruit apprentices, such as skills and knowledge not taught at school, tend to reproduce already existing social class inequalities. The two final articles widen the scope of the research topic by studying institutional inequalities in the corporate world. Maitner and DeCoster show that economic inequalities between nations are transmitted to expected inequalities in payment of individuals from these different nations, thus reproducing the global hierarchy at an organizational level. Starmarski and Son Hing review the organizational determinants of gender inequalities in the workplace and propose a model of gender discrimination in human resources. Institutions are pervasive and powerful structures in everyday life. The research gathered in this research topic questions the neutrality of these institutions in terms of power relations between social groups. The different research streams point out factors that contribute to social inequalities but are subtle and hard to identify as such because they are embedded in the institutions that shape people's experiences. The ideas and findings presented in this research topic offer several contributions to the growing literature on the institutional determinants of social inequalities.

Despite the potential benefits of cooperative learning at university, its implementation is challenging. Here, we propose a theory-based 90-min intervention with 185 first-year psychology students in the challenging domain of statistics, consisting of an exercise phase and an individual learning post-test. We compared three conditions that manipulated the exercise phase: individual work, cooperative dyadic instructions (structuring three basic components of cooperative learning: positive goal interdependence, individual responsibility and promotive interactions) and cooperative dyadic interactions (the three basic components with an additional cooperative nudge, namely explaining why and how to cooperate in this task) in order to test whether a progressive increase in benefits occurs as the cooperative structure is reinforced. Results indicated a linear trend in individual post-test learning and competence perception, from individual work to cooperative instructions to cooperative interactions. Competence perception mediated the effect of experimental conditions on learning. The results highlight the benefits of the cooperative nudge.

At school, pupils often cooperate on common projects and must coordinate their different individual actions. However, grades are pervasively used even in cooperative situations, which make the pupils’ differences in achievement and their relative rank salient and may reduce their inclination to work constructively with others. Thus, we hypothesized that grades would elicit disruptive interactions and reduce performance in a cooperative cognitive-motor task necessitating inter-individual coordination of members. In a study with 5th graders, grades (vs. a neutral concept) were primed at the onset of a cooperative group interaction. Results showed that, although pupils were set to work cooperatively, priming grades (vs. neutral concepts) harmed inter-individual coordination by eliciting more negative dominant behaviours among pupils during interactions, which decreased group performance.

Although self-transcendence values have received top rankings as moral values, research has yet to show how they relate to cheating. In two studies, (N = 129) and (N = 122), we analyze the indirect motivational path between self-transcendence values and acceptance of cheating. Both studies were carried out with third-year students in an international management school: Study 1 included 58 male and 65 female students (six missing values), mean age: 22.38 (SD = 1.60). The study 2 sample comprised 46 male and 73 female students, (three missing values), mean age: 22.01 (SD = 1.74). We find that adherence to self-transcendence values positively predicts a social-responsibility driven motivation to study, namely wanting to study to help improve society. This, in turn, predicts the adoption of study-related mastery-approach achievement goals, characterized by a desire to understand course material. These learning-oriented goals negatively predict the acceptance of cheating. Study 2 also reveals that exposing individuals to representations of society characterized by opposing self-enhancement values of power and achievement is sufficient to render non-significant the negative relation between self-transcendence values and acceptance of cheating. The theoretical and practical significance of understanding motivational connections between higher-order life values and context-specific acceptance of dishonest behaviors is discussed.