5 International Forum Vol. 20, No. 2 December 2017 pp. 5-21 FEATURE ACADEMIC DISHONESTY AND ACHIEVEMENT EMOTIONS AMONG INTERNATIONAL STUDENTS IN THAILAND Darrin Thomas Abstract. Dishonest academic practices are a common concern within education yet there is little understanding of the role of emotions in this phenomenon. The purpose of this study was to understand the association between academic dishonesty and achievement emotions. A survey was conducted among 129 international high school students. Results indicated that male students find academic dishonest behaviors more acceptable than female students do while older students agree less with academic dishonest behaviors than younger ones do. Results also indicated that the relationship between academic dishonesty and achievement emotions is weak; however, the relationship is moderate when controlling for class level and gender. Keywords: Academic dishonesty; achievement emotions; Thailand; correlational analysis Introduction Academic dishonesty is a global concern for educational institutions. In Europe, one study found that 97% of medical students willingly admitted to committing some form of academic dishonesty (Taradi, Taradi, & Dogas, 2012). In another study conducted in Europe, 67% of the students admitted that they had copied from notes or a book during an exam while another 20% used some form of electronic equipment that was not permissible (Farkas & Oroszo, 2012).