This study explored patterns of the ethical conduct of collegiate students in academic and athletic domains employing social cognitive theory (Bandura, 1986, 1997) using non-experimental, comparative and correlational designs. The study explored response patterns on anonymous surveys between varsity (N = 1151) and non-varsity (N = 227) student-athletes on academic and athletic goal orientation, academic and athletic identity, academic and athletic satisfaction, and academic and athletic ethical conduct and explored the relationships between academic and athletic ethical conduct of varsity student-athletes. Additionally, the study identified the class of students based on academic and athletic motivation, who engage in the most misconduct in academic and athletic domains using latent class analysis and investigated students' qualities with regards to academic and athletic motivation and satisfaction. The results indicated that varsity student-athletes reported significantly stronger athletic identity, and significantly lower mastery goal orientation, academic and athletic satisfaction, and weaker academic identity than club sport students. Varsity student athletes reported lower GPAs and less frequent engagement in sportspersonship behaviors. No differences were found on the variables of performance goal, task and ego goals, overall academic misconduct, plagiarism, homework and test cheating, gamesmanship, and instrumental aggression. The results of the multivariate regression and logistic regression analyses indicated that several measures of academic and athletic motivation emerged as significant predictors of academic misconduct (i.e., homework cheating, plagiarism, and test cheating) and athletic behaviors (i.e., sportspersonship, gamesmanship, and instrumental aggression). Males reported engagement in homework cheating, sportspersonship, gamesmanship, and instrumental aggression more frequently than females. The results of LCA indicated that students who reported the most unethical and less ethical conduct, scored low on all indicator variables. The present study have research significance and practical application to the field of collegiate athletics and academics, and to the NCAA in the following ways: (1) it expanded on literature examining ethical conduct, motivation and satisfaction concurrently in two important domains of collegiate varsity student-athletes lives; (2) it helped to better understand the problem of varsity student-athletes' unethical behaviors in classrooms and the fields and their motivation for engaging in such behaviors; and (3) the study may help administrative and coaching staff to create environments fostering ethical conduct of varsity student-athletes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]