Academic dishonesty is a major dilemma for institutions of higher learning. Cheating behaviors among students have been documented as early as 1941 when Drake conducted a study that indicated that 23% of students cheated. Since then percentages of students involved in cheating and academic dishonesty have increased. Students are now cheating at an alarming rate as evidenced in a study by McCabe and Trevino (1993) where 52% of 6,000 undergraduate students surveyed admitted cheating on an exam by copying from another student. The purpose of this study was to analyze the extent to which academic integrity policies, standards, and programs differ by institutional type. Specifically, the study focused on the academic integrity policy of each institution, the promotion of standards, and the academic integrity program. Data were collected using the Academic Integrity Survey originally developed by Kibler (1993) and modified for use in this study. The survey consisted of 48 questions designed to measure the differences between academic integrity policies, standards, and programs by institution type. The findings revealed significant difference in three of the five areas. These findings suggest that private institutions are developing honor code systems, training faculty more, and seeing better results from their academic dishonesty initiatives than private institutions. / Master of Arts

"Mémoire présenté à la Faculté des études supérieures en vue de l'obtention du grade de maîtrise en droit option droit des affaires". Ce mémoire a été classé parmi les 15% des mémoires de la discipline. / Il se pose présentement un problème de compréhension du concept de malhonnêteté en matière de fraude. Pour fms de rappel, la fraude peut être commise par mensonge, par supercherie ou par tout autre moyen dolosif. Cette dernière notion, selon l'état actuel de la jurisprudence sera évaluée selon un critère objectif. C'est donc en fonction de la personne raisonnable que l'on se référera afin de déterminer du caractère malhonnête de la conduite. Or, la notion de malhonnêteté n'étant pas défmie, il en résulte incertitude et confusion surtout en matière de crimes économiques. Considérant que les administrateurs sont assujettis en droit des sociétés à une obligation de loyauté et d'honnêteté, il s'agira de s'inspirer des principes développés en cette matière afm de dégager certaines constantes qui nous permettront de déterminer ce qui constitue une conduite malhonnête. La première partie se veut un exposé sommaire des grands principes régissant le droit corporatif. Y sont décrites certaines conduites considérées comme malhonnêtes en droit des sociétés. De cette analyse, il ressort que la malhonnêteté est davantage définie en relation au projet commun des investisseurs qu'en fonction d'un droit de propriété. La notion se divise ainsi autour de deux grands axes, à savoir, les conflits horizontaux et les conflits verticaux. La deuxième partie se concentre sur le droit criminel. Y sont repris, en matière de fraude les conduites considérées comme faisant partie de la catégorie des «autres moyens dolosifs» et décrites par la juge Mclachlin. Au besoin, une référence aux principes du droit corporatif est faite. D'autres infractions, telles les commissions secrètes, les délits d'initiés et le vol sont examinées. La malhonnêteté en droit criminelle est davantage définie en relation avec le droit de propriété. Toutefois, le manque de loyauté se voulant également dénoncé, la notion d'intérêt de la compagnie, comme en matière de droit corporatif présente toute sa pertinence. / There presently is a problem regarding the comprehension of the concept of dishonesty relating to fraud. Fraud can be the result of deceit, falsehood or other fraudulent means. This last notion is determined objectively, by reference to what a reasonable person would consider to be a dishonest act. Considering that the notion of dishonesty has no definition, a confusion exists especially when it cornes to economic crimes. Due to the fact that directors are compelled to respect an obligation of good faith and loyalty, we will refer to the general principles that exist in corporate law in order to define what can be qualified as dishonest behaviour. The first part is a summary of the general principals relating to corporate law. In fuis part we describe sorne behaviours which are considered as dishonest. From this analysis, we have come to the conclusion that dishonesty is understood as being an obstacle to the common project ofthe investors, and not in relation to property. The second part relates to criminal law. Some of the behaviours that were described as being part of other fraudulent means by justice McLachlin are analyzed. A reference to the general principles of corporate law is made when needed. Other offences like secret commissions and insider trading are also part of the analysis. Dishonesty pertaining to criminal law is described in relation to property. However, a lack of loyalty being also denounced, the notion of the best interest of the company, as in corporate law, remains relevant.

O narcisismo tem sido considerado um dos diferenciais da geração atual, caracterizada pela valorização da realização individual privada e por um exibicionismo acentuado. Nesse contexto, embora certas doses de narcisismo estejam presentes em todos os seres humanos, é o perigo de excesso que conduz às interpretações negativas acerca do conceito. Quando se avaliam especificamente estudantes universitários, os ditos \"futuros líderes\", traços narcisistas em excesso podem estar associados a dificuldades de aprendizagem. Estudantes que buscam gratificações imediatas, como é o caso de indivíduos narcisistas, não se envolvem plenamente em suas atividades acadêmicas. Aqueles que não procuram aconselhamento e não interagem de forma construtiva com professores, também um aspecto característico da personalidade narcisista, podem ter seu desempenho acadêmico afetado negativamente. Ainda, alunos que superestimam seu desempenho, outra característica presente em indivíduos narcisistas, vivem em uma crença irreal de que se saem melhor do que os demais em atividades distintas, o que pode ser prejudicial no longo prazo, além de resultar em um esforço constante para que tal expectativa se torne real. Do mesmo modo, estudantes excessivamente narcisistas, ao apresentarem dificuldades em lidar com o fracasso, podem se envolver em comportamentos antiéticos em busca de melhor desempenho, o que se torna ainda mais prejudicial quando se tratam de alunos de contabilidade, haja vista que estes, seja no ambiente acadêmico ou no profissional, lidam diretamente com as mais diversas possibilidades de fraude. Tendo por base esse arcabouço teórico, o propósito principal desta pesquisa foi identificar se traços não patológicos de personalidade narcisista em estudantes de graduação do curso de Ciências Contábeis estariam relacionados ao desempenho e à percepção deles acerca da desonestidade. A amostra do estudo foi composta por 153 respondentes pelo método survey. Os achados possibilitaram verificar que quanto maior a pontuação do indivíduo no Inventário de Personalidade Narcisista maior a probabilidade de ele classificar seu desempenho acadêmico (autoavaliado) como superior. No que tange ao desempenho real dos estudantes, observa-se que o narcisismo não exerce influência sobre ele, inferindo-se que indivíduos que apresentam maiores níveis de traços de personalidade narcisista tendem a avaliar seu desempenho como superior; no entanto, o desempenho real não segue a mesma tendência. Observou-se, ainda, que a variável narcisismo não exerce influência sobre a percepção do estudante acerca de atitudes consideradas desonestas no âmbito acadêmico. Constata-se, desse modo, que o fato de determinados estudantes apresentarem tendências narcisistas não significa necessariamente que eles seriam mais propensos a pensar que realizar algum tipo de fraude no ambiente acadêmico é aceitável. Por fim, a variável narcisismo não foi considerada estatisticamente significativa quando da investigação de uma possível associação entre ela e a percepção do estudante acerca de atitudes consideradas desonestas no contexto profissional. O que se verificou foi que discentes mais tolerantes com atitudes desonestas no ambiente acadêmico são também mais tolerantes com este tipo de atitude no contexto profissional. Tal achado possibilita inferências no sentido de que a tomada de decisões antiéticas no passado seria uma forte preditora de fraudes futuras, de forma que existe uma correlação entre o comportamento desonesto na faculdade e o subsequente comportamento antiético no local de trabalho. / Narcissism has been considered one of the differentials of the current generation, characterized by the valorization of private individual achievement and marked by great exhibitionism. In this context, although certain doses of narcissism are present in all human beings, the danger of excess leads to negative interpretations about the concept. When university students, so-called \"future leaders\", are specifically evaluated, excessive narcissistic traits may be associated with learning difficulties. Students, who seek immediate gratification, such as narcissistic individuals, are not fully involved in their academic activities. Those who do not seek counseling and do not interact constructively with teachers, which is also a characteristic feature of the narcissistic personality, may have their academic performance negatively affected. Furthermore, students who overestimate their performance, another characteristic present in narcissistic individuals, live in an unrealistic belief that they do better than others in distinct activities, which can be detrimental in the long term, in addition to result in a constant effort so that such expectation becomes real. Likewise, overly narcissistic students, when facing difficulties in dealing with failure, may engage in unethical behavior in searching better performance. This fact becomes even more detrimental, regarding Accounting Sciences course students, since they deal directly with the most diverse possibilities of fraud in academic or professional environment. On the basis of this theoretical framework, the main purpose of this research was to identify if non-pathological traits of narcissistic personality in undergraduate students of the Accounting Sciences course would be related to their performance and their perception about dishonesty. The study sample consisted of one hundred fifty-three respondents by survey method. Results allowed checking that the higher the individual\'s score on the Narcissistic Personality Inventory, the greater the probability he rates his academic performance as higher. Regarding students\' actual performance, it is observed that narcissism does not influence on them, which can be concluded that individuals with higher levels of narcissistic personality traits tend to evaluate their performance as superior; however, the actual performance does not follow the same trend. It was also observed that the narcissism variable does not influence the student\'s perception about attitudes considered dishonest in the academic environment. Thus, it is found that the fact that certain students exhibit narcissistic tendencies does not necessarily mean that they would be more likely to think that conducting some kind of fraud in the academic environment is acceptable. Finally, the narcissism variable was not considered statistically significant, when investigating its possible association with the student\'s perception about attitudes considered dishonest in the professional context. It was verified that more tolerant students with dishonest attitudes in the academic environment are also more tolerant with this type of attitude in the professional context. Such finding enables inferences in the sense that unethical decision making in the past would be a strong predictor of future fraud, so that there is a correlation between dishonest behavior in college and subsequent unethical behavior in the workplace.

This thesis describes three different experiments investigating dishonesty. Chapter one investigates the use of default values and prompts in a tax filing system. Pre-populated fields simplify the process of filing taxes, thereby reducing the scope for errors. Such defaults may increase the scope for non-compliance if set incorrectly. The chapter describes an experiment investigating the effect of correct and incorrect defaults. The results show that setting defaults that underestimate taxpayers’ true liability produces a fall in compliance. Nudges designed to mitigate the adverse effect of pre-population are also described. Nudges using descriptive norms in a dynamic manner that react to taxpayer decisions raise compliance. The chapter concludes that the use of defaults is worthwhile only if the data is of sufficient quality. Chapter two describes a model for lying aversion containing cost elements in terms of the size of the lie told and in the positive deviation above a reference point reflecting the point at which someone becomes concerned about the credibility of the value being reported or about appearing boastful. An experiment based on a numeracy test where subjects have the ability to cheat by paying themselves for their performance is used to test the model. Two treatments are detailed using modal values from initial control sessions to set different reference points. The results show a greater propensity among subjects to report false values under the higher reference point consistent with the model. Chapter three details an experimental investigation into lying behaviour between two samples, one a sample of undergraduate student subjects the other of workers recruited through Amazon Mechanical Turk. Results from a senderreceiver game based on a lottery draw show a higher propensity to report partially false values among student subjects, consistent with a higher reputational concern on behalf of the workers compared to students.

A correlational quantitative research project was conducted at a large public research institution in the Southeast to investigate the relationship between ethical regard and academic dishonesty among undergraduate college students. An online survey was completed by 273 undergraduates. Participant engagement in cheating behaviors established a Propensity To Cheat (PTC) score, which was then analyzed in conjunction with student characteristics, ethical self-perception, ethical ideology, and perception of cheating behaviors. Data were analyzed using ANOVAs, independent t tests, correlations, and descriptive statistics. Findings indicate that students aged 22-23 were significantly more likely to cheat than students in other age ranges; Millennials were significantly more likely to cheat than non-Millennials. No significant difference existed between PTC compared by gender or academic classification. When given a response set of 11 behaviors commonly defined as academic misconduct, the majority of students indicated agreement that the identified behavior is a cheating behavior. The behavior most commonly perceived as cheating was copying from a classmate’s exam or permitting copying by a classmate (99.3% agreement). The behavior least likely to be perceived as cheating was seeking exam content from a peer who had taken the exam (55.7% agreement); students cited this cheating behavior as the most commonly committed (46.5%). A correlational analysis was conducted for each of the 11 cheating behaviors; results indicate that in 8 of the 11 behaviors, students were less likely to engage in the specific behavior if they perceived the behavior as cheating. Overall, 77.3% of respondents reported cheating, and 30.8% reported 4 or more cheating behaviors. The study is significant because few researchers have evaluated academic misconduct through the lens of ethical ideology. Therefore, this study contributes to the existing literature related to academic integrity among college students by employing ethical ideology as a conceptual framework to examine cheating behaviors and prevalence. In the analyses students who exhibit absolutist ideologies are significantly less likely to cheat than students with subjectivist ideologies. Furthermore, higher ethical self-perception scores significantly correlate to a lower PTC.

The purpose of this study was to determine if statistically significant differences existed between identified student demographic characteristics (gender and age), academic variables (classification, GPA, and major), and students’ perceptions of academic dishonesty, as measured by the Attitudes and Perceptions of Academic Dishonesty survey. A pen-and-paper survey was used to gather the data at the 3 participating universities and college (a 4-year public university, a 4-year private university, and a 2-year public community college). There were 22 items on the survey. There were 328 surveys distributed by the investigator to participating classes at the 3 institutions of higher education. All 328 surveys were returned. There were 116 student responses gathered from the 4-year private university, 103 student responses gathered from the 2-year public college, and 109 student responses gathered from a 4-year public university. All of the responses were valid and fit the perquisites for inclusion in the survey. These perquisites were that each student was at least 18 years of age and each student was registered as an undergraduate. There were 5 dimensions included in the survey (Dimension 1- Use of Technology, Dimension 2- Perceptions of Policy, Dimension 3- Instructor Consequences, Dimension 4- Student Consequences, and Dimension 5- Student Conduct). For Research Questions 2, 4, and 6 there were no significant differences found among any of the groups for any of the 5 dimensions. In Research Question 1 the 5 dimensions of the survey were compared among the 3 participating institutions (public 4-year university, private 4-year university, and public 2-year college). Dimension 4 (student consequences) was significantly different between the public 4-year university and the private 4-year university, with students at the private 4-year university scoring higher. In Research Question 4 a comparison of traditional aged and nontraditional aged students was made on the 5 dimensions. A significant difference was found between the 2 age groups on Dimension 3 (instructor consequences) and Dimension 5 (student conduct), with nontraditional students scoring higher in both cases. For Research Question 6 a comparison of criminal justice majors was made to other majors. Only Dimension 4 (student consequences) was statistically significant with other majors expressing a desire for more student consequences as a result of participating in academic misconduct.

It can be argued that perceptions of the quality of the nation's universities are fundamental to Australia's economy. At a time when universities are competing more and more in a global marketplace, reputation is a key factor in attracting students, and therefore funding. When reputations are called into question, the sustainability of institutions becomes uncertain. Scandals surrounding academic dishonesty in Australia have not been uncommon in recent years. In response, universities have demonstrated an increasing awareness of the problem and a move toward updating or instigating policies to deal with it. However, the evidence base for such policy development is scant. Outside the USA, there have been few studies of academic dishonesty and virtually no large-scale, multi-campus research. The present research was designed to provide such an evidence base. Three studies were conducted to explore the extent and nature of dishonest academic behaviour, together with an investigation of factors which might precipitate students' engagement in these activities. In addition to variables which had previously been shown to be related to cheating, it was theorised that factors identified by General Strain Theory as being related to delinquency and general deviance, may also be associated with student cheating. A large-scale multi-campus survey was conducted (N= 9543; 11 universities). Findings were analysed to assess the extent of cheating amongst students and identify factors which contribute to these behaviours. Two qualitative studies followed which were designed to tap the experiences of, and understandings about, academic dishonesty of both staff and students. Overall the research established that levels of dishonest academic behaviours by the students in this study, while still worryingly high, are somewhat lower than those reported in the international literature. A number of risk factors for student engagement in dishonest behaviour were identified. Chief amongst these were the experience of stressful life events and the presence of dishonest peers. To a lesser, but still significant extent, were factors related to student age, year of enrolment, and field of study. Implications for addressing the problem at the level of policy development and strategic response are discussed.

With the highly development of Internet, it¡¦s much easier than ever for student to commit plagiarism. However, there¡¦s still no related research regarding Internet plagiarism in Taiwan. Therefore, this study will be focused on student¡¦s Internet plagiarizing behaviors, which are committed by college students, and trying to understand the relationship among students¡¦ personality traits, learning styles, demographic characteristics, and their Internet plagiarizing behaviors. In this study, Internet plagiarism is given a definition by three different types: (1) after reading the contents of Internet materials, students paraphrase and put them in the papers without citation. (2) Students copy texts or data directly from the Internet materials then paste them in the papers without paraphrase and citation. (3)Students not only paraphrase some materials from Internet, but also copy and paste texts and data in the papers directly. 433 questionnaires were distributed in seven universities/colleges in Taiwan and completed by undergraduate and graduate students. The major findings after statistic analyses are as follow: (1)For the last experience of writing papers, the rate of Internet plagiarism committed by college students is up to 86.85%. (2)Students¡¦ Internet plagiarism behaviors have significant differences in gender, age, year level of graduate school, college or graduate school, and discipline, but no significant differences in personality trait, learning style, and year level of college. (3)Students who commit Internet plagiarism, deliberately or not, have significant differences in personality trait and college or graduate school, but no significant differences in learning style, gender, age, year level of college, year level of graduate school, and discipline. (4) Types of student plagiarism have significant differences in gender, age, college or graduate school, discipline, and reasons of plagiarism, but no significant differences in personality trait and learning style. (5)Students¡¦ square root plagiarizing levels have significant differences in personality trait, discipline, and reasons of plagiarism, but no significant differences in learning style, gender, year level of college, year level of graduate school, and college or graduate school. (6)Reasons of student plagiarism have significant differences in age and college or graduate school, but no significant differences in personality trait, learning style, age, year level of college, year level of graduate school, and discipline.

Il se pose présentement un problème de compréhension du concept de malhonnêteté en matière de fraude. Pour fms de rappel, la fraude peut être commise par mensonge, par supercherie ou par tout autre moyen dolosif. Cette dernière notion, selon l'état actuel de la jurisprudence sera évaluée selon un critère objectif. C'est donc en fonction de la personne raisonnable que l'on se référera afin de déterminer du caractère malhonnête de la conduite. Or, la notion de malhonnêteté n'étant pas défmie, il en résulte incertitude et confusion surtout en matière de crimes économiques. Considérant que les administrateurs sont assujettis en droit des sociétés à une obligation de loyauté et d'honnêteté, il s'agira de s'inspirer des principes développés en cette matière afm de dégager certaines constantes qui nous permettront de déterminer ce qui constitue une conduite malhonnête. La première partie se veut un exposé sommaire des grands principes régissant le droit corporatif. Y sont décrites certaines conduites considérées comme malhonnêtes en droit des sociétés. De cette analyse, il ressort que la malhonnêteté est davantage définie en relation au projet commun des investisseurs qu'en fonction d'un droit de propriété. La notion se divise ainsi autour de deux grands axes, à savoir, les conflits horizontaux et les conflits verticaux. La deuxième partie se concentre sur le droit criminel. Y sont repris, en matière de fraude les conduites considérées comme faisant partie de la catégorie des «autres moyens dolosifs» et décrites par la juge Mclachlin. Au besoin, une référence aux principes du droit corporatif est faite. D'autres infractions, telles les commissions secrètes, les délits d'initiés et le vol sont examinées. La malhonnêteté en droit criminelle est davantage définie en relation avec le droit de propriété. Toutefois, le manque de loyauté se voulant également dénoncé, la notion d'intérêt de la compagnie, comme en matière de droit corporatif présente toute sa pertinence. / There presently is a problem regarding the comprehension of the concept of dishonesty relating to fraud. Fraud can be the result of deceit, falsehood or other fraudulent means. This last notion is determined objectively, by reference to what a reasonable person would consider to be a dishonest act. Considering that the notion of dishonesty has no definition, a confusion exists especially when it cornes to economic crimes. Due to the fact that directors are compelled to respect an obligation of good faith and loyalty, we will refer to the general principles that exist in corporate law in order to define what can be qualified as dishonest behaviour. The first part is a summary of the general principals relating to corporate law. In fuis part we describe sorne behaviours which are considered as dishonest. From this analysis, we have come to the conclusion that dishonesty is understood as being an obstacle to the common project ofthe investors, and not in relation to property. The second part relates to criminal law. Some of the behaviours that were described as being part of other fraudulent means by justice McLachlin are analyzed. A reference to the general principles of corporate law is made when needed. Other offences like secret commissions and insider trading are also part of the analysis. Dishonesty pertaining to criminal law is described in relation to property. However, a lack of loyalty being also denounced, the notion of the best interest of the company, as in corporate law, remains relevant. / "Mémoire présenté à la Faculté des études supérieures en vue de l'obtention du grade de maîtrise en droit option droit des affaires". Ce mémoire a été classé parmi les 15% des mémoires de la discipline.

O narcisismo tem sido considerado um dos diferenciais da geração atual, caracterizada pela valorização da realização individual privada e por um exibicionismo acentuado. Nesse contexto, embora certas doses de narcisismo estejam presentes em todos os seres humanos, é o perigo de excesso que conduz às interpretações negativas acerca do conceito. Quando se avaliam especificamente estudantes universitários, os ditos \"futuros líderes\", traços narcisistas em excesso podem estar associados a dificuldades de aprendizagem. Estudantes que buscam gratificações imediatas, como é o caso de indivíduos narcisistas, não se envolvem plenamente em suas atividades acadêmicas. Aqueles que não procuram aconselhamento e não interagem de forma construtiva com professores, também um aspecto característico da personalidade narcisista, podem ter seu desempenho acadêmico afetado negativamente. Ainda, alunos que superestimam seu desempenho, outra característica presente em indivíduos narcisistas, vivem em uma crença irreal de que se saem melhor do que os demais em atividades distintas, o que pode ser prejudicial no longo prazo, além de resultar em um esforço constante para que tal expectativa se torne real. Do mesmo modo, estudantes excessivamente narcisistas, ao apresentarem dificuldades em lidar com o fracasso, podem se envolver em comportamentos antiéticos em busca de melhor desempenho, o que se torna ainda mais prejudicial quando se tratam de alunos de contabilidade, haja vista que estes, seja no ambiente acadêmico ou no profissional, lidam diretamente com as mais diversas possibilidades de fraude. Tendo por base esse arcabouço teórico, o propósito principal desta pesquisa foi identificar se traços não patológicos de personalidade narcisista em estudantes de graduação do curso de Ciências Contábeis estariam relacionados ao desempenho e à percepção deles acerca da desonestidade. A amostra do estudo foi composta por 153 respondentes pelo método survey. Os achados possibilitaram verificar que quanto maior a pontuação do indivíduo no Inventário de Personalidade Narcisista maior a probabilidade de ele classificar seu desempenho acadêmico (autoavaliado) como superior. No que tange ao desempenho real dos estudantes, observa-se que o narcisismo não exerce influência sobre ele, inferindo-se que indivíduos que apresentam maiores níveis de traços de personalidade narcisista tendem a avaliar seu desempenho como superior; no entanto, o desempenho real não segue a mesma tendência. Observou-se, ainda, que a variável narcisismo não exerce influência sobre a percepção do estudante acerca de atitudes consideradas desonestas no âmbito acadêmico. Constata-se, desse modo, que o fato de determinados estudantes apresentarem tendências narcisistas não significa necessariamente que eles seriam mais propensos a pensar que realizar algum tipo de fraude no ambiente acadêmico é aceitável. Por fim, a variável narcisismo não foi considerada estatisticamente significativa quando da investigação de uma possível associação entre ela e a percepção do estudante acerca de atitudes consideradas desonestas no contexto profissional. O que se verificou foi que discentes mais tolerantes com atitudes desonestas no ambiente acadêmico são também mais tolerantes com este tipo de atitude no contexto profissional. Tal achado possibilita inferências no sentido de que a tomada de decisões antiéticas no passado seria uma forte preditora de fraudes futuras, de forma que existe uma correlação entre o comportamento desonesto na faculdade e o subsequente comportamento antiético no local de trabalho. / Narcissism has been considered one of the differentials of the current generation, characterized by the valorization of private individual achievement and marked by great exhibitionism. In this context, although certain doses of narcissism are present in all human beings, the danger of excess leads to negative interpretations about the concept. When university students, so-called \"future leaders\", are specifically evaluated, excessive narcissistic traits may be associated with learning difficulties. Students, who seek immediate gratification, such as narcissistic individuals, are not fully involved in their academic activities. Those who do not seek counseling and do not interact constructively with teachers, which is also a characteristic feature of the narcissistic personality, may have their academic performance negatively affected. Furthermore, students who overestimate their performance, another characteristic present in narcissistic individuals, live in an unrealistic belief that they do better than others in distinct activities, which can be detrimental in the long term, in addition to result in a constant effort so that such expectation becomes real. Likewise, overly narcissistic students, when facing difficulties in dealing with failure, may engage in unethical behavior in searching better performance. This fact becomes even more detrimental, regarding Accounting Sciences course students, since they deal directly with the most diverse possibilities of fraud in academic or professional environment. On the basis of this theoretical framework, the main purpose of this research was to identify if non-pathological traits of narcissistic personality in undergraduate students of the Accounting Sciences course would be related to their performance and their perception about dishonesty. The study sample consisted of one hundred fifty-three respondents by survey method. Results allowed checking that the higher the individual\'s score on the Narcissistic Personality Inventory, the greater the probability he rates his academic performance as higher. Regarding students\' actual performance, it is observed that narcissism does not influence on them, which can be concluded that individuals with higher levels of narcissistic personality traits tend to evaluate their performance as superior; however, the actual performance does not follow the same trend. It was also observed that the narcissism variable does not influence the student\'s perception about attitudes considered dishonest in the academic environment. Thus, it is found that the fact that certain students exhibit narcissistic tendencies does not necessarily mean that they would be more likely to think that conducting some kind of fraud in the academic environment is acceptable. Finally, the narcissism variable was not considered statistically significant, when investigating its possible association with the student\'s perception about attitudes considered dishonest in the professional context. It was verified that more tolerant students with dishonest attitudes in the academic environment are also more tolerant with this type of attitude in the professional context. Such finding enables inferences in the sense that unethical decision making in the past would be a strong predictor of future fraud, so that there is a correlation between dishonest behavior in college and subsequent unethical behavior in the workplace.