Predicting Students’ Intention to Plagiarize: an Ethical Theoretical Framework

Camara, Sakile Kai; Eng-Ziskin, Susanna; Wimberley, Laura; Dabbour, Katherine S.; Lee, Carmen M.

doi:10.1007/s10805-016-9269-3

Cited by 24 publications

(25 citation statements)

References 58 publications

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“…Similarly, Curtis and colleagues revealed that the more students understood about plagiarism and its seriousness, the lower the rate of plagiarism was (Curtis & Popal, 2011;Curtis & Tremayne, 2019;Curtis & Vardanega, 2016). Employing the theory of reasoned action and planned behaviour to investigate students' motivation and intention to plagiarise, Camara et al (2017) showed that students who possessed more positive attitudes towards plagiarism were more likely to plagiarise. Others pointed out that unawareness about plagiarism and related issues might contribute to student plagiarism (e.g., Amiri & Razmjoo, 2016;Babaii & Nejadghanbar, 2017;Devlin & Gray, 2007;Pàmies et al, 2020;Selemani et al, 2018).…”

Section: Rationale For the Studymentioning

confidence: 98%

“…Pressure from earning an income also led them to plagiarise (Bennett, 2005;Howard, 2002;Walker, 1998;Williams, 2003;Zobel & Hamilton, 2002 Devlin and Gray (2007) revealed that poor academic skills were a major reason for student plagiarism. Other academic skills found to be associated with student plagiarism included analytical skills (Bennett, 2005), evaluation skills (Bennett, 2005), research skills (Badke, 2007;Chen & Chou, 2016;Chien, 2017;Zimitat, 2008), and skills to engage with sources (Camara et al, 2017;Gourlay & Deane, 2012;Walker & White, 2014).…”

Section: Personal Factorsmentioning

confidence: 99%

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Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

Tran¹

2021

Preprint

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This study investigated perceptions of plagiarism among Vietnam- and New Zealand-educated postgraduate students in a New Zealand university. Informed by Bourdieu’s cultural capital theory, Bandura’s social cognitive theory of moral thought and action, and Marginson’s theory of student self-formation, various aspects of student backgrounds were explored and analysed to identify and explain factors influencing their perceptions.<div> An explanatory sequential mixed methods research design, qualitative dominant, was employed. The quantitative phase consisted of an online survey with 207 Vietnam- and New Zealand-educated postgraduate students at Victoria University of Wellington. Survey results informed the instrument development and purposeful sampling for the qualitative phase. 12 survey respondents with divergent understandings of plagiarism were selected for participation in a longitudinal series of interviews to seek in-depth information about their understanding and attitudes towards plagiarism, and how their perceptions of plagiarism had developed. The findings revealed that postgraduate students held a range of different views regarding plagiarism at university. Some of them thought students were responsible for their plagiarism, viewing intentional plagiarism as a moral issue, and unintentional plagiarism as part of the learning process. The others were concerned about university’s responsibilities in terms of plagiarism education and management, considering plagiarism as a form of academic cheating, and a scholarly offence. The study found multiple influences on students’ perspectives, habits, and expectations regarding plagiarism, affirming the relevance of the underpinning theories. Students from diverse backgrounds possessed distinct sources of embodied cultural capital, including understanding of plagiarism. They developed moral standards through various environments that they interacted within. As they progressed through their doctoral studies, most students showed deepening understanding of plagiarism and the importance of correct practices. They actively developed their own voice in writing and strived to write with integrity. The research advances knowledge about Vietnam- and New Zealand-educated postgraduate students’ perceptions of plagiarism, populations that have not been previously studied. It offers an alternative perspective to deficit models regarding plagiarism by international students by contributing rich qualitative evidence showing multiple influences on student perceptions. Findings point to practical implications to help university faculty engage with students’ needs and expectations in ways that respect their diverse social and educational backgrounds and generate meaningful and productive outcomes across student groups, thus enhancing equity. </div>

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Section: Rationale For the Studymentioning

confidence: 98%

Section: Personal Factorsmentioning

confidence: 99%

Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

Tran¹

2021

Preprint

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“…Penelitian yang dilakukan oleh Camara et al (2016) menjelaskan temuan bahwa siswa percaya bahwa plagiarisme adalah sesuatu yang dapat mereka lakukan karena mereka memiliki kontrol dan kemampuan untuk plagiat yang merupakan prediktor kuat niat untuk menjiplak. Stone et al (2009) mengemukakan bahwa variabel persepsi pengendalian perilaku mampu meningkatkan prediksi dimana perilaku tidak sepenuhnya dibawah kehendak seseorang.…”

Section: Kerangka Teoretis Dan Pengembangan Hipotesisunclassified

Islamic Religiosity Dan Kecurangan Akademik Mahasiswa Akuntansi

Salsabilla¹

2020

akurasi

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Penelitian ini bertujuan untuk menggali faktor-faktor yang mempengaruhi niat mahasiswa dalam melakukan kecurangan akademik dengan menggunakan Theory Planned Behavior yang dikembangkan oleh Ajzen (1985) dengan menginternalisasi religiusitas Islam (Islamic religiosity). Teknik pengumpulan data dengan menyebarkan kuesioner kepada 180 responden mahasiswa akuntansi dan data diuji menggunakan model struktural. Hasil penelitian menunjukkan bahwa sikap, norma subyektif, dan religiusitas Islam berpengaruh signifikan terhadap niat mahasiswa dalam melakukan kecurangan akademik. Penelitian ini juga menemukan hubungan yang negatif signifikan antara religiusitas Islam dengan sikap. Temuan lain penelitian ini adalah niat mahasiswa dalam melakukan kecurangan akademik berpengaruh positif signifikan terhadap perilaku aktual. Namun demikian, penelitian ini tidak menemukan hubungan yang signifikan antara persepsi pengendalian perilaku dengan niat mahasiswa dalam melakukan kecurangan akademik. Lebih lanjut, penelitian ini mendiskusikan hasil penelitian baik berkaitan dengan ranah teoretis maupun praktis.

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“…However, TRA was found to be a good model even when these assumptions were not respected 12 and is still on use, either on its original model or as some of its derivations. 13 This paper presents a lab experiment on assistive technology for deaf to help build freshmen motivation and to address electronics concepts as early as possible in an Electronics Engineering course and evaluates learner satisfaction from the finished experiment.…”

Section: Introductionmentioning

confidence: 99%

Building a doorbell for deaf people: Motivational electronic experiment for freshmen

Garcia

Pintarelli²,

Suzuki³

2017

International Journal of Electrical Engineering & Education

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Renewed emphasis on (capstone or cornerstone) design courses and application of educational and learning researches are just two of the changes that Engineering Education has been through recently. Despite the many possible approaches in Inductive Learning, the fact is that students' expectations of teaching, learning and technology have hardly changed over the years. This paper presents a lab experiment on assistive technology for deaf people to help build freshmen motivation and to address electronics concepts as early as possible in an engineering course. Learner satisfaction was evaluated by a 16-item questionnaire completed by 67 students from two distinct undergraduate programs. Learner satisfaction was assessed as a set of four dimensions: 'Content', 'User Interface', 'Ease of Use' and 'Enthusiasm and Motivation', all evaluated in a seven-level Likert Scale (ranging from 'strongly disagree' to 'strongly agree'). Reported scores of 'agree' or 'strongly agree' Likert-scale options are 77%, 62%, 56%, and 76%, respectively, for 'Content', 'User Interface', 'Ease of Use' and 'Enthusiasm and Motivation' dimensions. We believe that similar scores on related dimensions are good tokens of the overall consistency of the results. In summary, students seem satisfied with the doorbell lab experiment, but improvements should be made on user interface and ease of use aspects in future versions of the experiment.

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Predicting Students’ Intention to Plagiarize: an Ethical Theoretical Framework

Cited by 24 publications

References 58 publications

Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

Islamic Religiosity Dan Kecurangan Akademik Mahasiswa Akuntansi

Building a doorbell for deaf people: Motivational electronic experiment for freshmen

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