1. Introductory information
Data underlying the research of Academic Motivation and Unethical Behaviors: Analyzing the Relationship Between Machiavellianism and Dishonesty in Students
The data set presents the research of academic motivation and unethical behaviors: analyzing the relationship between machiavellianism and dishonesty in students. The aim of this study is to examine the relationship between students' motivation, tendencies toward dishonesty, and Machiavellian traits, to understand how these psychological variables influence students' academic performance and attitudes. The research objectives are: analyzing students' academic motivation levels based on the MUSIC model; assessing students' tendencies toward dishonesty and how these correlates with academic motivation; investigating the correlation between Machiavellian traits and academic motivation; exploring the relationships between Machiavellian tendencies, dishonesty, and academic performance. The research is based on 3 questionnaires, which assess student motivation, as well as Machiavellianism and lying. These were administered online.

Contact information: laura.bratu@ulbsibiu.ro

2. Methodological information
2.1. The aim of the study:
The aim of this study is to examine the relationship between students' motivation, tendencies toward dishonesty, and Machiavellian traits, to understand how these psychological variables influence students' academic performance and attitudes.
2.2. Research Objectives:
O1. Analyzing students' academic motivation levels based on the MUSIC model.
O2. Assessing students' tendencies toward dishonesty and how these correlates with academic motivation.
O3. Investigating the correlation between Machiavellian traits and academic motivation.
O4. Exploring the relationships between Machiavellian tendencies, dishonesty, and academic performance.
2.3. Research Question:
What is the relationship between students' academic motivation, their tendencies toward dishonesty, and Machiavellian traits?
2.4. Research Hypotheses:
Hypothesis 1: There is a negative correlation between Machiavellian tendencies and students' academic motivation.
Hypothesis 2: Students with stronger tendencies toward dishonesty exhibit lower levels of academic motivation.
Hypothesis 3: Students with strong Machiavellian traits are more likely to resort to dishonesty to gain academic advantages.
Hypothesis 4: Academic motivation is significantly influenced by the interaction between Machiavellian tendencies and dishonest behaviors.

3. Data specific information
The data was collected via a Google Forms. The codes in the dataset correspond to the questions and answer options listed below.

🗣 Perspectives on Learning, Communication, and Social Inﬂuence
This study aims to explore different perspectives on decision-making, attitudes, perception, and strategic social behavior. By answering these questionnaires, you will contribute to an international research study that investigates how individuals approach interpersonal relationships, inﬂuence, and leadership.
The form consists of ﬁve sections:
1️⃣ Informed Consent – Outlines participation terms, ensuring anonymity and ethical research practices.
2️⃣ Survey of Students' Course Perceptions – Gathers feedback on the course experience to
enhance learning outcomes.
3️⃣ Interpretation of Social Signals and Communication – Examines how individuals
perceive social cues, evaluate credibility, and navigate communication in different contexts. 4️⃣ Strategies in Social Inﬂuence and Decision-Making – Investigates perspectives on leadership, inﬂuence, and decision-making in social interactions.
5️⃣ Demographic Information – Collects general background details about participants, including age, gender, education level, and employment status.
There are no right or wrong answers—please respond honestly based on your thoughts and experiences. Email addresses will not be collected, your answers will remain anonymous, and the collected data will be used strictly for academic research. By completing this questionnaire, you voluntarily agree to the collection, processing, and analysis of your responses for the purposes of this research. If you do not wish to participate, you may exit the questionnaire at any time.
📌 Thank you for your time and valuable contribution to this research!
	* Indicates required question	

Survey of Students' Course Perceptions

📖 Instructions

🔹 The questions referring to the course or instructor apply speciﬁcally to this course and your primary instructor.
🔹 The term "coursework" includes everything you have done in this course, such as
assignments, activities, readings, and projects.
🔹 There are no right or wrong answers—please respond honestly based on your experience.
🔹 Some questions may seem repetitive, but answering all of them is important to ensure
accurate and meaningful results.

Mark only one oval.

  1 = Strongly disagree
  2 = Disagree
  3 = Somewhat disagree
  4 = Somewhat agree
  5 = Agree
  6 = Strongly agree
 
1.	1. The coursework ... 
2.	2. I had the opportunity ...
3.	3. In general, the coursework was ...
4.	4. The instructor...
5.	5. The coursework was ...
6.	6. The instructional methods ...
7.	7. I was conﬁdent ...
8.	8. I had the freedom ...
9.	9. I enjoyed ...
10.	10. I felt that ...
11.	11. The instructional methods ...
12.	12. I had options ...
13.	13. I enjoyed ...
14.	14. I was capable...
15.	15. The coursework was ...
16.	16. The instructor ...
17.	17. I had ...
18.	18. Throughout the course, ...
19.	19. I found the coursework ...
20.	20. The instructor ...
21.	21. I will be able ...
22.	22. The instructor ...
23.	23. The knowledge I gained...
24.	24. The instructor was ...
25.	25. I believe that the instructor ...
26.	26. I had ﬂexibility ...
Interpretation of Social Signals and Communication
27.	1. Lying and truth ...
28.	2. Lying harms ...
29.	3. There are completely reliable ...
30.	4. Nonverbal cues ..
31.	5. Liars reveal themselves ...
32.	6. True memories are ...
33.	7. The ability to ...
34.	8. The deception techniques ...
35.	9. Liars and manipulators ...
36.	10. Trust does not allow ...
Strategies in Social Inﬂuence and Decision-Making
37.	1. The best way ...
38.	2. Often, by spreading lies, ...
39.	3. Anyone who fully trusts ...
40.	4. It is wise to...
41.	5. A skillful leader ...
42.	6. Knowing how to keep ...
43.	7. Raison d'état (Reason of State) ...
44.	8. It is better to avoid ...
45.	9. Knowing that people ...
46.	10. Deliberately displaying ...
47.	11. A wise leader...
48.	12. Few people resist ...
49.	13. One must love ...
50.	14. Demonstrating social intelligence ...
51.	15. To govern effectively, ...
52.	16. The history of humanity ...
53.	17. When humiliated, ...
54.	18. The essential thing ..
Demographic Questions
55.	What is your age? *
Mark only one oval.
  Under 18
  18 - 24
  25 - 34
  35 - 44
  45 - 54
  55 - 64
  65 or older
56.	What is your gender? *
Mark only one oval.
  Male   Female
  Non-binary / Third gender   Prefer not to say
57.	What is your marital status? *
Mark only one oval.
  Single
  In a relation   Married   Divorced   Widowed
  In a domestic partnership
 
58.	What is your current employment status? *
Check all that apply.
  Employed full-time   Employed part-time   Self-employed
  Unemployed   Student
  Retired
Other:
59.	What is your current level of study? *
Mark only one oval.

  Bachelor's degree (Undergraduate)   Master's degree (Graduate)
60.	What year are you currently in? *
Mark only one oval.

1st year 2nd year 3rd year 4th year
Other: 	
 

