I was scared of failing and getting caught: dual moderation of fear and faith in online cheating behavior

Purpose Online cheating has become a growing concern in higher education with the rise of online learning. If ignored, it threatens academic integrity and students' ethical development. This study examines how parental achievement pressure and opportunity to cheat affect online cheating among university students, while also exploring the moderating roles of religiosity and punishment. Design/methodology/approach The study was conducted at four universities in Lampung, Indonesia, involving 351 purposively selected students from the Faculty of Economics and Business. Data were collected through structured questionnaires and analyzed using path analysis to assess both direct effects and moderating influences. Findings Results reveal that parental achievement pressure significantly increases the likelihood of online cheating. However, religiosity and perceived punishment reduce this tendency. Furthermore, both variables moderate the effect of parental pressure and opportunity to cheat: higher religiosity and stronger perceptions of punishment weaken the impact of parental pressure and opportunity to cheat on online cheating. Research limitations/implications This study has several limitations that should be acknowledged. First, the data were collected through a quantitative survey using a self-report approach, which may lead to social desirability bias in respondents' answers, especially on sensitive topics such as academic dishonesty. Second, the scope of the study was limited to students from a single region or institution, so the generalization of the findings to other cultural, institutional, or educational system contexts should be made with caution. Third, the study is correlational in nature, and therefore cannot confirm definitive cause-and-effect relationships. Practical implications These findings offer strategic implications for higher education institutions. First, implement parental education programs to reduce excessive academic pressure, encouraging a focus on learning over mere achievement. Second, promote value-based character education through ethics training or spiritual reflection to strengthen students' internal control. Third, enforce clear and consistent sanctions against cheating, supported by awareness campaigns about the consequences of dishonest behavior. Social implications The findings underscore the need for holistic educational approaches that combine psychological support, spiritual development, and clear disciplinary measures to promote academic honesty and ethical decision-making. Originality/value This research contributes to Social Control Theory by integrating internal (religiosity) and external (punishment) mechanisms in understanding academic dishonesty within digital learning. The inclusion of parental pressure as a stressor offers a novel lens to understand student misconduct under academic demands.