This study is a path modeling, which examined the effect and magnitude of six psycho-social variables on students’ tendency to cheat in examinations. Questionnaire data were generated from 600 secondary school students in 10 schools in Cross River State. Results of data analysis using path analysis procedure indicated that only five psycho-social factors were effective in explaining the students’ tendency to cheat in an examination. Test anxiety and attribution for hard -work had the most significant influence on students’ tendency to cheat. In all, 77.43% of the total effect of the variables was direct, while 22.5% was indirect. The implications of the research findings were addressed.