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Abstract. This study provides initial insights on the relation between psychopathic traits (disinhibition, meanness, and boldness) and academic fraud (prevalence and severity), while considering important mediators of fraud (perceived capability, opportunity, motivation, and rationalization). Based on a large sample of university students ( N = 967), two structural equation models (test and replication) were built to test the study’s main hypothesis and probe the robustness of the results. A direct link from disinhibition to prevalence was found, suggesting that disinhibition is associated with social deviance in the academic context. Higher motivation for cheating exclusively mediated this path. In meanness, rationalization explained lower rates of perceived severity of academic fraud, indicating that cognitive self-justifications trigger dishonest behavior in meanness. Boldness explained the prevalence of academic fraud via perceived capability, suggesting that low-fear, although adaptive in evaluation contexts, may increase the perceived capability for cheating. The reported significant associations support that academic fraud is part of the nomological network of psychopathy and unveil the complexity of the phenomenon.

Telework has progressively increased in the past decades, providing organizations and, consequently, leaders, with new challenges. The COVID19 pandemic not on-ly doubled the number of teleworkers, but reinforced these challenges, by forcing some organizations and employees to abruptly adapt to this new reality. In this manuscript, we aimed to explore the role of the strategies implemented by leaders to manage their teams in employees’ sense of professional isolation, burnout, and perceived performance. Thus, data was collected from 1149 teleworkers during the COVID19 pandemic, who answered an online questionnaire. At that time, 79% were working exclusively from home, and 91% had never had a previous experi-ence of working remotely. The results showed that the strategies implemented by leaders to manage their teams contributed to reduce employees’ sense of profes-sional isolation which, in turn, is associated with lower feelings of burnout and higher perceptions of performance. The study reinforced the role of leadership in the context of teleworking and, specifically, the importance of leaders being atten-tive to team members’ specific needs in order to help improving their wellbeing., Fundação para a Ciência e a Tecnologia (Ref.: Ref.: UIDB/04872/2020); and by the Research Center for Human Development, Faculty of Education and Psychology, Universidade Católica Portuguesa

Purpose This study aims to explore whether the COVID-19-related circumstances hindered these academic-related variables. Design Methodology Approach The authors surveyed two groups of undergraduate business students (42% male) who completed the questionnaires at the beginning and at the end of the semester. One group of students attended only face-to-face classes in the 2018/2019 academic year (n = 126) and the other group transitioned to online classes because of the COVID-19 outbreak in the 2019/2020 academic year (n = 99). Findings The findings show no statistically significant group differences between the pre- and post-test in students’ intrinsic and extrinsic motivation, feelings of attachment to the university and engagement dimensions of absorption and vigour. Nevertheless, a moderate negative effect was found in the dedication engagement dimension. Practical Implications The authors discuss the main results in terms of some practices that may contribute towards attenuating the effects of future emerging pandemics in the higher education setting. Originality Value The COVID-19 pandemic imposed a rapid transition to online instruction in education institutions worldwide. However, it remains unclear to date how students’ engagement, motivation and attachment to the university were negatively affected by the first COVID-19 outbreak.