Abstract Based on the survey data of 656 university teachers, the research explores the impacts of academic appraisal stressors on university teachers’ academic unethical behaviors and teaching unethical behaviors with academic attention and anxiety as mediating variables. The results show that: challenge stressors have direct positive impact on academic attention, and have negative and positive impact on academic unethical behaviors and teaching unethical behaviors respectively; hindrances stressors have direct negative impact on academic attention, and have positive impact on both of academic unethical behaviors and teaching unethical behaviors; both of stressors have direct positive impact on anxiety, and also have indirect positive effect on the two kinds of unethical behaviors through anxiety. Finally, the empirical results and the management implication are discussed.
2014, Vol. 11 
