# Appendix D. Supplementary data

Supplementary data to this article can be found online at https://doi.org/10.1016/j.compedu.2023.104925.

## References

Amigud, A., & Lancaster, T. (2019). 246 reasons to cheat: An analysis of students' reasons for seeking to outsource academic work. *Computers & Education, 134*, 98-107.

Balash, D. G., Kim, D., Shaibekova, D., Fainchtein, R. A., Sherr, M., & Aviv, A. J. (2021). Examining the examiners: Students' privacy and security perceptions of online proctoring services. In *Seventeenth symposium on useable privacy and security* (pp. 633-652). SOUPS 2021.

Bandura, A. (1986). *Social foundations of thought and action: A social cognitive theory*. englewood cliffs, nj: Princeton hall.

Bandura, A. (1990). Selective activation and disengagement of moral control. *Journal of Social Issues, 46*(1), 27-46.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. *Educational Psychologist, 28*(2), 117-148.

Bandura, A., Freeman, W. H., & Lightsey, R. (1999). *Self-efficacy: The exercise of control*.

Barnhardt, B. (2016). The "epidemic" of cheating depends on its definition: A critique of inferring the moral quality of "cheating in any form". *Ethics & Behavior, 26*(4), 330-343.

Baume, M. (2019). Online proctored exams: Where and how are they used. In *Basics, practical scenarios and technical solutions for online proctoring at european universities and educational institutions* (pp. 5216-5225). 13th International Technology, Education and Development Conference.

Baumeister, R. F., & Heatherton, T. F. (1996). Self-regulation failure: An overview. *Psychological Inquiry, 7*(1), 1-15.

Behrend, T. S., Sharek, D. J., Meade, A. W., & Wiebe, E. N. (2011). The viability of crowdsourcing for survey research. *Behavior Research Methods, 43*(3), 800-813.

Bing, M. N., Davison, H. K., Vitell, S. J., Ammeter, A. P., Garner, B. L., & Novicevic, M. M. (2012). An experimental investigation of an interactive model of academic cheating among business school students. *The Academy of Management Learning and Education, 11*(1), 28-48.

Brimble, M. (2016). *Why students cheat: An exploration of the motivators of student academic dishonesty in higher education*. Handbook of academic integrity.

Brintaup, T. M. (2004). Providing a realistic course preview to students. *Teaching of Psychology, 31*(2), 104-106.

Buck, R., & Davis, W. A. (2010). Marketing risk: Emotional appeals can promote the mindless acceptance of risk. In *Emotions and risky technologies* (pp. 61-80). Springer.

Buck, R., & Ferrer, R. (2012). Emotion, warnings, and the ethics of risk communication. In *Handbook of risk theory* (pp. 694-723).

Butler-Henderson, K., & Crawford, J. (2020). A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity. *Computers & Education, 159*, Article 104024.

Chandler, J., Rosenzweig, C., Moss, A. J., Robinson, J., & Litman, L. (2019). Online panels in social science research: Expanding sampling methods beyond mechanical turk. *Behavior Research Methods, 51*(5), 2022-2038.

Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a new general self-efficacy scale. *Organizational Research Methods, 4*(1), 62-83.

Chen, B., West, M., & Zilles, C. (2018). How much randomization is needed to deter collaborative cheating on asynchronous exams? In *Proceedings of the fifth annual ACM conference on learning at scale* (pp. 1-10).

Chin, E. C., Williams, M. W., Taylor, J. E., & Harvey, S. T. (2017). The influence of negative affect on test anxiety and academic performance: An examination of the tripartite model of emotions. *Learning and Individual Differences, 54*, 1-8.

Cohney, S., Teixeira, R., Kohlbrenner, A., Narayanan, A., Kshirsagar, M., Shvatzshnaider, Y., & Sanfilippo, M. (2021). Virtual classrooms and real harms: Remote learning at (US) universities. In *Seventeenth symposium on useable privacy and security* (pp. 653-674). SOUPS 2021.

Conijn, R., Kleingeld, A., Matzat, U., & Snijders, C. (2022). The fear of big brother: The potential negative side-effects of proctored exams. *Journal of Computer Assisted Learning, 38*(6), 1521-1534.

Coohey, C., & Cummings, S. P. (2019). Evaluation of an online group intervention to improve test-taking self-efficacy and reduce licensure test anxiety. *Journal of Social Work Education, 55*(2), 376-388.

Corrigan-Gibbs, H., Gupta, N., Northcutt, C., Cutrell, E., & Thies, W. (2015). Deterring cheating in online environments. *ACM Transactions on Computer-Human Interaction, 22*(6), 1-23.

Credé, M., & Phillips, L. A. (2011). A meta-analytic review of the motivated strategies for learning questionnaire. *Learning and Individual Differences, 21*(4), 337-346.

Creswell, J. W., & Poth, C. N. (2016). *Qualitative inquiry and research design: Choosing among five approaches*. Sage publications.

Daffin, L. W., Jr., & Jones, A. A. (2018). Comparing student performance on proctored and non-proctored exams in online psychology courses. *Online Learning, 22*(1), 131-145.

Dawson, P., & Sutherland-Smith, W. (2019). Can training improve marker accuracy at detecting contract cheating? A multi-disciplinary pre-post study. *Assessment & Evaluation in Higher Education, 44*(5), 715-725.

Doherty, S., & Nelson, R. (2010). Using projective techniques to tap into consumers' feelings, perceptions and attitudes... getting an honest opinion. *International Journal of Consumer Studies, 34*(4), 400-404.

Donoghue, S. (2000). Projective techniques in consumer research. *Journal of Consumer Sciences, 28*.

Eden, D. (1988). Pygmalion, goal setting, and expectancy: Compatible ways to boost productivity. *Academy of Management Review, 13*(4), 639-652.

Eden, D. (1996). From self-efficacy to means efficacy: Internal and external sources of general and specific efficacy. In *56th annual meeting of the Academy of Management*. Cincinnati, OH.

Eden, D., & Zuk, Y. (1995). Seasickness as a self-fulfilling prophecy: Raising self-efficacy to boost performance at sea. *Journal of Applied Psychology, 80*(5), 628.

Fazio, R. H., & Cooper, J. (1983). Arousal in the dissonance process. *Social psychophysiology: A sourcebook, 122-152*.

Fontaine, S., Frenette, E., & Hébert, M.-H. (2020). Exam cheating among quebec's preservice teachers: The influencing factors. *International Journal for Educational Integrity, 16*(1), 1-18.

Freiburger, T. L., Romain, D. M., Randol, B. M., & Marcum, C. D. (2017). Cheating behaviors among undergraduate college students: Results from a factorial survey. *Journal of Criminal Justice Education, 28*(2), 222-247.

Ghanem, C. M., & Mozahem, N. A. (2019). A study of cheating beliefs, engagement, and perception-the case of business and engineering students. *Journal of Academic Ethics, 17*, 291-312.

Harper, M. G. (2006). High tech cheating. *Nurse Education Today, 26*(8), 672-679.

Harper, R., Bretag, T., Ellis, C., Newton, P., Rozenberg, P., Saddiqui, S., & van Haeringen, K. (2019). Contract cheating: A survey of australian university staff. *Studies in Higher Education, 44*(11), 1857-1873.

Hassenzahl, M. (2001). The effect of perceived hedonic quality on product appealingness. *International Journal of Human-Computer Interaction, 13*(4), 481-499.

Hassenzahl, M., Burmester, M., & Koller, F. (2003). Attrakdiff: Ein fragebogen zur messung wahrgenommener hedonischer und pragmatischer qualität. In *Mensch & computer 2003* (pp. 187-196). Springer.

Hassenzahl, M., & Tractinsky, N. (2006). User experience-a research agenda. *Behaviour & Information Technology, 25*(2), 91-97.

Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. *Educational Research Review, 17*, 63-84.

Hu, S., Jia, X., & Fu, Y. (2018). Research on abnormal behavior detection of online examination based on image information. In *2018 10th international conference on intelligent human-machine systems and cybernetics (IHMSC)* (Vol. 2, pp. 88-91). IEEE.
Humbert, M., Lambin, X., & Villard, E. (2022). The role of prior warnings when cheating is easy and punishment is credible. *Information Economics and Policy, 58*, Article 100959.

Hylton, K., Levy, Y., & Dringus, L. P. (2016). Utilizing webcam-based proctoring to deter misconduct in online exams. *Computers & Education, 92*, 53–63.

Jordan, A. E. (2001). College student cheating: The role of motivation, perceived norms, attitudes, and knowledge of institutional policy. *Ethics & Behavior, 11*(3), 233–247.

Kam, C. C. S., Hue, M. T., & Cheung, H. Y. (2018). Academic dishonesty among Hong Kong secondary school students: Application of theory of planned behaviour. *Educational Psychology, 38*(7), 945–963.

Karim, M. N., Kaminsky, S. E., & Behrend, T. S. (2014). Cheating, reactions, and performance in remotely proctored testing: An exploratory experimental study. *Journal of Business and Psychology, 29*(4), 555–572.

Klass, E. T. (1978). Psychological effects of immoral actions: The experimental evidence. *Psychological Bulletin, 85*(4), 756.

Kujala, S., Walsh, T., Nurkka, P., & Crisan, M. (2014). Sentence completion for understanding users and evaluating user experience. *Interacting with Computers, 26*(3), 238–255.

Ladyshewsky, R. K. (2015). Post-graduate student performance in 'supervised in-class' vs.'unsupervised online'multiple choice tests: Implications for cheating and test security. *Assessment & Evaluation in Higher Education, 40*(7), 883–897.

Laugwitz, B., Held, T., & Schrepp, M. (2008). Construction and evaluation of a user experience questionnaire. In *Symposium of the Austrian HCI and usability engineering group* (pp. 63–76). Springer.

Lerner, M. J. (1977). The justice motive: Some hypotheses as to its origins and forms. 1. *Journal of Personality, 45*(1), 1–52.

Lilley, M., Meere, J., & Barker, T. (2016). Remote live invigilation: A pilot study. *Journal of Interactive Media in Education, 2016*(1).

Li, H., Xu, M., Wang, Y., Wei, H., & Qu, H. (2021). A visual analytics approach to facilitate the proctoring of online exams. In *Proceedings of the 2021 CHI conference on human factors in computing systems* (pp. 1–17).

Lown, J. M. (2011). Development and validation of a financial self-efficacy scale. *Journal of Financial Counseling and Planning, 22*(2), 54.

Malesky, A., Grist, C., Poovey, K., & Dennis, N. (2022). The effects of peer influence, honor codes, and personality traits on cheating behavior in a university setting. *Ethics & Behavior, 32*(1), 12–21.

Manoharan, S. (2019). Cheat-resistant multiple-choice examinations using personalization. *Computers & Education, 130*, 139–151.

McCabe, D. L. (1993). Faculty responses to academic dishonesty: The influence of student honor codes. *Research in Higher Education, 34*(5), 647–658.

McCabe, D. L., & Trevino, L. K. (1993). Academic dishonesty: Honor codes and other contextual influences. *The Journal of Higher Education, 64*(5), 522–538.

McCabe, D. L., Trevino, L. K., & Butterfield, K. D. (2001). Dishonesty in academic environments: The influence of peer reporting requirements. *The Journal of Higher Education, 72*(1), 29–45.

McDonald, N., Schoenebeck, S., & Forte, A. (2019). Reliability and inter-rater reliability in qualitative research: Norms and guidelines for cscw and hci practice. *Proceedings of the ACM on human-computer interaction, 3*(CSCW), 1–23.

Miller, A., Shoptaugh, C., & Wooldridge, J. (2011). Reasons not to cheat, academic-integrity responsibility, and frequency of cheating. *The Journal of Experimental Education, 79*(2), 169–184.

Milone, A. S., Cortese, A. M., Balestrieri, R. L., & Pittenger, A. L. (2017). The impact of proctored online exams on the educational experience. *Currents in Pharmacy Teaching and Learning, 9*(1), 108–114.

Minge, M., & Riedel, L. (2013). mecue-ein modularer fragebogen zur erfassung des nutzungsrelebens. In *Mensch & computer* (pp. 89–98).

Mitchell, M. S., Baer, M. D., Ambrose, M. L., Folger, R., & Palmer, N. F. (2018). Cheating under pressure: A self-protection model of workplace cheating behavior. *Journal of Applied Psychology, 103*(1), 54.

Mlekus, L., Bentler, D., Paruzel, A., Kato-Beiderwieden, A.-L., & Maier, G. W. (2020). How to raise technology acceptance: User experience characteristics as technology-inherent determinants. *Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)*, 51(3), 273–283.

Moten, J., Jr., Fitterer, A., Brazier, E., Leonard, J., & Brown, A. (2013). Examining online college cyber cheating methods and prevention measures. *Electronic Journal of e-Learning, 11*(2), pp139–146.

Nagin, D. S., & Pogarsky, G. (2003). An experimental investigation of deterrence: Cheating, self-serving bias, and impulsivity. *Criminology, 41*(1), 167–194.

Park, S., & Avery, E. J. (2019). Development and validation of a crisis self-efficacy index. *Journal of Contingencies and Crisis Management, 27*(3), 247–256.

Peer, E., Rothschild, D., Gordon, A., Everden, Z., & Damer, E. (2022). Data quality of platforms and panels for online behavioral research. *Behavior Research Methods, 54*(4), 1643–1662.

Pleasants, J., Pleasants, J. M., & Pleasants, B. P. (2022). Cheating on unproctored online exams: Prevalence, mitigation measures, and effects on exam performance. *Online Learning, 26*(1).

Ranger, J., Schmidt, N., & Wolgast, A. (2020). The detection of cheating on e-exams in higher education—the performance of several old and some new indicators. *Frontiers in Psychology, 11*, Article 568825.

Rios, J. A., & Liu, O. L. (2017). Online proctored versus unproctored low-stakes internet test administration: Is there differential test-taking behavior and performance? *American Journal of Distance Education, 31*(4), 226–241.

Schrepp, D. M. (2019). *User experience questionnaire handbook* (8 edition).

Schrepp, M., Hinderks, A., & Thomaschewski, J. (2017). Design and evaluation of a short version of the user experience questionnaire (ueq-s). *International Journal of Interactive Multimedia and Artificial Intelligence, 4*(6), 103–108.

Schultz, M., Lim, K. F., Goh, Y. K., & Callahan, D. L. (2022). Ok google: what's the answer? Characteristics of students who searched the internet during an online chemistry examination. *Assessment & Evaluation in Higher Education*.

Schultz, M., Schultz, J., & Round, G. (2008). *Online non-proctored testing and its affect on final course grades* (Vol. 9, pp. 11–16). Cambridge: Business Rev.

Schwartz, B. M., Tatum, H. E., & Hageman, M. C. (2013). College students' perceptions of and responses to cheating at traditional, modified, and non-honor system institutions. *Ethics & Behavior, 23*(6), 463–476.

Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), *Measures in health psychology: A user's portfolio*. *Causal and control beliefs* (Vol. 35, p. 37).

Schwarzer, R., & Jerusalem, M. (2010). The general self-efficacy scale (gse). *Anxiety, Stress & Coping, 12*(1), 329–345.

Sefcik, L., Veeran-Colton, T., Baird, M., Price, C., & Steyn, S. (2022). An examination of student user experience (ux) and perceptions of remote invigilation during online assessment. *Australasian Journal of Educational Technology, 38*(2), 49–69.

Shaffer, D. R. (1975). Some effects of consonant and dissonant attitudinal advocacy on initial attitude salience and attitude change. *Journal of Personality and Social Psychology, 32*(1), 160.

Sherer, M., Maddux, J. E., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R. W. (1982). The self-efficacy scale: Construction and validation. *Psychological Reports, 51*(2), 663–671.

Shu, L. L., & Gino, F. (2012). Sweeping dishonesty under the rug: How unethical actions lead to forgetting of moral rules. *Journal of Personality and Social Psychology, 102*(6), 1164.

Stanley, K. D., & Murphy, M. R. (1997). A comparison of general self-efficacy with self-esteem. *Genetic, Social, and General Psychology Monographs, 123*(1), 79–100.
Thacker, E. J., et al. (2022). PhD thesis. In *Contract cheating and academic literacies: Exploring the landscape*. Keele University.

Theeuwes, J. (1992). Perceptual selectivity for color and form. *Perception & Psychophysics, 51*(6), 599–606.

Theeuwes, J., Kramer, A. F., Hahn, S., & Irwin, D. E. (1998). Our eyes do not always go where we want them to go: Capture of the eyes by new objects. *Psychological Science, 9*(5), 379–385.

Truxillo, D. M., Bauer, T. N., & Sanchez, R. J. (2001). Multiple dimensions of procedural justice: Longitudinal effects on selection system fairness and test-taking self-efficacy. *International Journal of Selection and Assessment, 9*(4), 336–349.

Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The panas scales. *Journal of Personality and Social Psychology, 54*(6), 1063.
Humbert, M., Lambin, X., & Villard, E. (2022). The role of prior warnings when cheating is easy and punishment is credible. *Information Economics and Policy, 58*, Article 100959.

Hylton, K., Levy, Y., & Dringus, L. P. (2016). Utilizing webcam-based proctoring to deter misconduct in online exams. *Computers & Education, 92*, 53–63.

Jordan, A. E. (2001). College student cheating: The role of motivation, perceived norms, attitudes, and knowledge of institutional policy. *Ethics & Behavior, 11*(3), 233–247.

Kam, C. C. S., Hue, M. T., & Cheung, H. Y. (2018). Academic dishonesty among Hong Kong secondary school students: Application of theory of planned behaviour. *Educational Psychology, 38*(7), 945–963.

Karim, M. N., Kaminsky, S. E., & Behrend, T. S. (2014). Cheating, reactions, and performance in remotely proctored testing: An exploratory experimental study. *Journal of Business and Psychology, 29*(4), 555–572.

Klass, E. T. (1978). Psychological effects of immoral actions: The experimental evidence. *Psychological Bulletin, 85*(4), 756.

Kujala, S., Walsh, T., Nurkka, P., & Crisan, M. (2014). Sentence completion for understanding users and evaluating user experience. *Interacting with Computers, 26*(3), 238–255.

Ladyshewsky, R. K. (2015). Post-graduate student performance in 'supervised in-class' vs.'unsupervised online'multiple choice tests: Implications for cheating and test security. *Assessment & Evaluation in Higher Education, 40*(7), 883–897.

Laugwitz, B., Held, T., & Schrepp, M. (2008). Construction and evaluation of a user experience questionnaire. In *Symposium of the Austrian HCI and usability engineering group* (pp. 63-76). Springer.

Lerner, M. J. (1977). The justice motive: Some hypotheses as to its origins and forms. 1. *Journal of Personality, 45*(1), 1–52.

Lilley, M., Meere, J., & Barker, T. (2016). Remote live invigilation: A pilot study. *Journal of Interactive Media in Education, 2016*(1).

Li, H., Xu, M., Wang, Y., Wei, H., & Qu, H. (2021). A visual analytics approach to facilitate the proctoring of online exams. In *Proceedings of the 2021 CHI conference on human factors in computing systems* (pp. 1–17).

Lown, J. M. (2011). Development and validation of a financial self-efficacy scale. *Journal of Financial Counseling and Planning, 22*(2), 54.

Malesky, A., Grist, C., Poovey, K., & Dennis, N. (2022). The effects of peer influence, honor codes, and personality traits on cheating behavior in a university setting. *Ethics & Behavior, 32*(1), 12–21.

Manoharan, S. (2019). Cheat-resistant multiple-choice examinations using personalization. *Computers & Education, 130*, 139-151.

McCabe, D. L. (1993). Faculty responses to academic dishonesty: The influence of student honor codes. *Research in Higher Education, 34*(5), 647–658.

McCabe, D. L., & Trevino, L. K. (1993). Academic dishonesty: Honor codes and other contextual influences. *The Journal of Higher Education, 64*(5), 522–538.

McCabe, D. L., Trevino, L. K., & Butterfield, K. D. (2001). Dishonesty in academic environments: The influence of peer reporting requirements. *The Journal of Higher Education, 72*(1), 29–45.

McDonald, N., Schoenebeck, S., & Forte, A. (2019). Reliability and inter-rater reliability in qualitative research: Norms and guidelines for cscw and hci practice. *Proceedings of the ACM on human-computer interaction, 3*(CSCW), 1–23.

Miller, A., Shoptaugh, C., & Wooldridge, J. (2011). Reasons not to cheat, academic-integrity responsibility, and frequency of cheating. *The Journal of Experimental Education, 79*(2), 169–184.

Milone, A. S., Cortese, A. M., Balestrieri, R. L., & Pittenger, A. L. (2017). The impact of proctored online exams on the educational experience. *Currents in Pharmacy Teaching and Learning, 9*(1), 108–114.

Minge, M., & Riedel, L. (2013). mecue-ein modularer fragebogen zur erfassung des nutzungsrelebens. In *Mensch & computer* (pp. 89-98).

Mitchell, M. S., Baer, M. D., Ambrose, M. L., Folger, R., & Palmer, N. F. (2018). Cheating under pressure: A self-protection model of workplace cheating behavior. *Journal of Applied Psychology, 103*(1), 54.

Mlekus, L., Bentler, D., Paruzel, A., Kato-Beiderwieden, A.-L., & Maier, G. W. (2020). How to raise technology acceptance: User experience characteristics as technology-inherent determinants. *Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)*, 51(3), 273–283.

Moten, J., Jr., Fitterer, A., Brazier, E., Leonard, J., & Brown, A. (2013). Examining online college cyber cheating methods and prevention measures. *Electronic Journal of e-Learning, 11*(2), pp139-146.

Nagin, D. S., & Pogarsky, G. (2003). An experimental investigation of deterrence: Cheating, self-serving bias, and impulsivity. *Criminology, 41*(1), 167–194.

Park, S., & Avery, E. J. (2019). Development and validation of a crisis self-efficacy index. *Journal of Contingencies and Crisis Management, 27*(3), 247–256.

Peer, E., Rothschild, D., Gordon, A., Everden, Z., & Damer, E. (2022). Data quality of platforms and panels for online behavioral research. *Behavior Research Methods, 54*(4), 1643–1662.

Pleasants, J., Pleasants, J. M., & Pleasants, B. P. (2022). Cheating on unproctored online exams: Prevalence, mitigation measures, and effects on exam performance. *Online Learning, 26*(1).

Ranger, J., Schmidt, N., & Wolgast, A. (2020). The detection of cheating on e-exams in higher education—the performance of several old and some new indicators. *Frontiers in Psychology, 11*, Article 568825.

Rios, J. A., & Liu, O. L. (2017). Online proctored versus unproctored low-stakes internet test administration: Is there differential test-taking behavior and performance? *American Journal of Distance Education, 31*(4), 226–241.

Schrepp, D. M. (2019). *User experience questionnaire handbook* (8 edition).

Schrepp, M., Hinderks, A., & Thomaschewski, J. (2017). Design and evaluation of a short version of the user experience questionnaire (ueq-s). *International Journal of Interactive Multimedia and Artificial Intelligence, 4*(6), 103–108.

Schultz, M., Lim, K. F., Goh, Y. K., & Callahan, D. L. (2022). Ok google: what's the answer? Characteristics of students who searched the internet during an online chemistry examination. *Assessment & Evaluation in Higher Education*.

Schultz, M., Schultz, J., & Round, G. (2008). *Online non-proctored testing and its affect on final course grades* (Vol. 9, pp. 11–16). Cambridge: Business Rev.

Schwartz, B. M., Tatum, H. E., & Hageman, M. C. (2013). College students' perceptions of and responses to cheating at traditional, modified, and non-honor system institutions. *Ethics & Behavior, 23*(6), 463–476.

Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), *Measures in health psychology: A user's portfolio*. *Causal and control beliefs* (Vol. 35, p. 37).

Schwarzer, R., & Jerusalem, M. (2010). The general self-efficacy scale (gse). *Anxiety, Stress & Coping, 12*(1), 329–345.

Sefcik, L., Veeran-Colton, T., Baird, M., Price, C., & Steyn, S. (2022). An examination of student user experience (ux) and perceptions of remote invigilation during online assessment. *Australasian Journal of Educational Technology, 38*(2), 49–69.

Shaffer, D. R. (1975). Some effects of consonant and dissonant attitudinal advocacy on initial attitude salience and attitude change. *Journal of Personality and Social Psychology, 32*(1), 160.

Sherer, M., Maddux, J. E., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R. W. (1982). The self-efficacy scale: Construction and validation. *Psychological Reports, 51*(2), 663–671.

Shu, L. L., & Gino, F. (2012). Sweeping dishonesty under the rug: How unethical actions lead to forgetting of moral rules. *Journal of Personality and Social Psychology, 102*(6), 1164.

Stanley, K. D., & Murphy, M. R. (1997). A comparison of general self-efficacy with self-esteem. *Genetic, Social, and General Psychology Monographs, 123*(1), 79-100.
Thacker, E. J., et al. (2022). PhD thesis. In *Contract cheating and academic literacies: Exploring the landscape*. Keele University.

Theeuwes, J. (1992). Perceptual selectivity for color and form. *Perception & Psychophysics, 51*(6), 599-606.

Theeuwes, J., Kramer, A. F., Hahn, S., & Irwin, D. E. (1998). Our eyes do not always go where we want them to go: Capture of the eyes by new objects. *Psychological Science, 9*(5), 379–385.

Truxillo, D. M., Bauer, T. N., & Sanchez, R. J. (2001). Multiple dimensions of procedural justice: Longitudinal effects on selection system fairness and test-taking self-efficacy. *International Journal of Selection and Assessment, 9*(4), 336–349.

Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The panas scales. *Journal of Personality and Social Psychology, 54*(6), 1063.
Wuthisatian, R. (2020). Student exam performance in different proctored environments: Evidence from an online economics course. *International Review of Economics Education, 35*, Article 100196.

Yucas, A. (2015). *Chinese nationals charged with cheating by impersonation on us college tests*. The Guardian.

Zeidner, M. (1998). *Test anxiety: The state of the art*.

Zimmerman, B. J. (1995). Self-efficacy and educational development. *Self-efficacy in changing societies, 1*(1), 202–231.
Wuthisatian, R. (2020). Student exam performance in different proctored environments: Evidence from an online economics course. *International Review of Economics Education, 35*, Article 100196.

Yucas, A. (2015). *Chinese nationals charged with cheating by impersonation on us college tests*. The Guardian.

Zeidner, M. (1998). *Test anxiety: The state of the art*.

Zimmerman, B. J. (1995). Self-efficacy and educational development. *Self-efficacy in changing societies, 1*(1), 202–231.