Cheating on academic work involves a diverse array of psychological phenomena, including learning, development, and motivation. These phenomena form the core of the field of educational psychology. From the perspective of learning, cheating is a strategy that serves as a cognitive shortcut. Whereas effective learning often involves the use of complex self-regulatory and cognitive strategies, cheating precludes the need to use such strategies. Thus, students may choose to cheat either because they do not know how to use effective learning strategies or because they do not want to invest the time in using such strategies. From a developmental perspective, cheating may occur in different quantities and qualities depending on students' levels of cognitive, social, and moral development. From a motivational perspective, learners report many different reasons for engaging in academic cheating. Some students cheat because they are highly focused on extrinsic outcomes such as grades; others cheat because they are concerned with maintaining a certain image to themselves or to their peers; still others cheat because they lack the requisite self-efficacy to engage in complex tasks or because of the types of attributions they have developed.