The aim of this research was to examine the relationship among individual factors (class and gender) motivational factors (self-efficacy, self-efficacy in self-regulation and achievement goals), contextual factors and cheating on online written exams during the pandemic. The Scale of cheating on online written exams and the Scale of contextual factors of cheating on online written exams were constructed for assessing the previously mentioned variables. A questionnaire was administered to a sample of 400 students who attended the third and fourth grades of high schools in Zagreb with gymnasium programs. The questionnaire contained the scale of cheating on online written exams, the scale of contextual factors of cheating on online written exams, scales of self-efficacy and self-efficacy in self-regulation, the scale of achievement goals and questions about the student's gender and class. Factor analysis extracted one factor for the five-item scale of cheating on online written exams and results show a high reliability of .89 for this scale. Another factor analysis discovered one factor for the scale of contextual factors of cheating on online written exams which consists of thirteen items and whose reliability is very high, with a coefficient of .94. The correlation of cheating on online written exams with the work avoidance goal and contextual factors was significant and positive. Also, the study shows that the correlations of cheating on online written exams with self-efficacy, self-efficacy in self-regulation and the mastery-approach goal were significant and negative. Hierarchical regression analysis confirmed that motivational variables explain 9.9% of the variance while contextual factors explain an additional 44.9% of the variance in cheating on online written exams in addition to motivational variables. Overall, motivational and contextual factors explain 55.7% of the variance in cheating in online written exams.