Academic cheating is a serious problem among higher education organizations around the world. While most studies on academic cheating have focused on high school or college students, few have examined and compared students with and without jobs. Therefore, this study has empirically assessed the critical cheating issues by comparing undergraduate students with and without jobs. In addition, this study proposes a research framework based on the extended theory of planned behavior by including ethical and affective variables from the dual-process theory, the social learning theory, the decision affect theory, and the prospect theory. The survey method with a two-stage analytical procedure was used to achieve the research purpose. As a result, a total of 525 student samples were collected for subsequent analysis. The results suggest that all antecedents significantly affected students' cheating intention. Moreover, the hypothetical relationships were examined across three groups of students: no jobs, part-time jobs, and full-time jobs. The results showed that some major differences existed in the relationships between antecedents and cheating intention across the different student groups. While perceived behavioral control has the strongest effect on cheating intention among students with no jobs and with full-time jobs, unethical beliefs in the workplace have a significant effect on cheating for students with full-time jobs, but not for students with part-time jobs and with no jobs. Implications for practitioners and academic institutions are discussed.