This study examined the utility of the Theory of Planned Behavior model, augmented by descriptive norms and justifications, for predicting self-reported research misconduct and questionable research practices in university students. A convenience sample of 205 research active Western Australian university students (47 male, 158 female, ages 18–53 years, M = 22, SD = 4.78) completed an online survey. There was a low level of engagement in research misconduct, with approximately one in seven students reporting data fabrication and one in eight data falsification. Path analysis and model testing in LISREL supported a parsimonious two step mediation model, providing good fit to the data. After controlling for social desirability, the effect of attitudes, subjective norms, descriptive norms and perceived behavioral control on student engagement in research misconduct and questionable research practices was mediated by justifications and then intention. This revised augmented model accounted for a substantial 40.8% of the variance in student engagement in research misconduct and questionable research practices, demonstrating its predictive utility. The model can be used to target interventions aimed at reducing student engagement in research misconduct and questionable research practices.

<span style="font-family: Times New Roman; font-size: small;"> </span><p>Academic staff members encourage university students to use online student discussion boards within learning management systems to ask and answer questions, share information and engage in discussion. We explore the impact of anonymity on student posting behaviour. An online survey was completed by 131 second year undergraduate psychology students (91% response rate). Overall, students reported being significantly more likely to post to discussion boards when anonymous posting was enabled than when identified posting was required (<em>d </em>= .49). Students who preferred to post anonymously were significantly less likely to post on discussion boards requiring identification than other students (<em>η</em>²= .27). The experimental manipulation of anonymous/identified postings using a simulated discussion board thread revealed no significant differences in the perceived credibility of authors of anonymous and identified messages, or in the likelihood of responding to these messages. A combination of individual level factors; including online privacy concern, self-consciousness and self-efficacy; were predictive of the likelihood of making identified postings (<em>R</em>²= .387), but only self-efficacy was a significant unique predictor of anonymous postings (<em>sr</em>²= .05). Educators can consider enabling anonymous postings and providing training to increase student self-efficacy as ways of increasing student engagement through decreasing concerns about self-presentation online.</p><p class="MsoNormal" style="margin: 0cm 0cm 0pt;"> </p><span style="font-family: Times New Roman; font-size: small;"> </span>

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