The influence of achievement goal orientation on plagiarism

Koul, Ravinder; Clariana, Roy B.; Jitgarun, Kalayanee; Songsriwittaya, Alisa

doi:10.1016/j.lindif.2009.05.005

Cited by 48 publications

(35 citation statements)

References 22 publications

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“…The study by Sureda et al (2009) focused on an analysis of the determining factors of plagiarism from the lecturers' perspectives, highlighting the type and number of assignments as explanatory factors for the phenomenon. In a study carried out in Thailand, Koul et al (2008) emphasised the educational framework (teaching strategies and methodology) as an explanatory factor for plagiarism: methodologies and strategies more focused on the content rather than on the learning process and on the student development are more likely to aggravate cases of plagiarism amongst students.…”

Section: Discussionmentioning

confidence: 99%

Academic Plagiarism: Explanatory Factors from Students’ Perspective

2010

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The study of academic plagiarism among university students is at an embryonic stage in Spain and in the other Spanish-speaking countries. This article reports the results of a research, carried out in a medium-sized Spanish university, based on a double method approach-quantitative and qualitative-concerning the factors associated with academic plagiarism from the students' perspective. The main explanatory factors of the phenomenon, according to the results obtained, are: a) aspects and behaviour of students (bad time management, personal shortcomings when preparing assignments, the elevated number of assignments to be handed in, etc.); b) the opportunities conferred by information and communication technologies to locate, copy and paste information; and, finally, c) aspects related to professors-lecturers and/or the characteristics of the subject-course (lecturers who show no interest in their work, eminently theoretical subjects and assignments, etc.).

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Section: Discussionmentioning

confidence: 99%

Academic Plagiarism: Explanatory Factors from Students’ Perspective

2010

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“…Estos datos están de acuerdo con la literatura que asocia el plagio con el uso frecuente de las tecnologías (Comas-Forgas et al, 2010; Dias y Bastos, 2012; Dias y Bastos, en prensa; Strom y Strom, 2007;Sureda et al, 2011) a una orientación hacia el desempeño y el enfoque superficial (Anderman et al, 1998;Koul et al, 2009;Marsden et al, 2005;Newstead et al, 1996). Estos resultados son importantes para la reflexión de los docentes y de los tomadores de decisiones en el contexto educativo.…”

Section: Resultsunclassified

“…Los estudios han demostrado que el plagio es común entre los alumnos con motivación más orientada para el rendimiento (para "buenas calificaciones") de los que se centran por objetivos de dominio (por la búsqueda del conocimiento y la satisfacción con el propio aprendizaje) (Koul, Clariana, Jitgarun y Songsriwittaya, 2009;Marsden et al, 2005;Newstead et al, 1996). Los alumnos que tienden a plagiar, tienden a percibir sus aulas centradas en el rendimiento, por razones extrínsecas (Anderman, Griesinger y Westerfield, 1998).…”

Section: Introductionunclassified

Genius, ¿plagio O Creatividad? Aportes Para Una Discusión Sobre Las Prácticas Pedagógicas

Dias

Bastos

Gandra

et al. 2013

Bordón. Revista De Pedagogía

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“…Many of them did not realize that the demands are in line with the goals of the university study. Koul et al (2009) found that performance oriented students were more strict about what they consider to be plagiarism, and males were stricter than females.…”

Section: Simple Analysismentioning

confidence: 96%

Unethical Behavior of the Students of the Czech University of Life Sciences

Dömeová¹,

Jindrová²

2013

IES

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The cheating can be viewed as a major educational problem with a broad social concern. The unethical behaviour of students can crucially influence their qualification, future employment and manners in their professional carrier. The contribution investigates the unethical behaviour of the students of the University of Life Sciences in Prague. The goal is to examine if the students would act unethically in an examination tests and in proceeding their assignments. The inquiry investigation based on self-assessments confirmed that the unethical behaviour is quite frequent, more frequent is the exam cheating. The responders do not feel that their behaviour is immoral, they are rather afraid of penalization. The reaction of the teachers and the university is necessary. It is essential to study the reasons of unethical behaviour to apply rectifying measures effectively.Keywords: unethical behaviour, university students, exam cheating behaviours, assignment cheating behaviour IntroductionThe unethical behaviour, exam cheating, and illegal collaboration on assignments including plagiarism are very frequent (Center for Academic Integrity, 1999 ). It is important to deal with the methods and frequency of such behaviour and also with the way it is perceived by the academia.The cheating during the studies leads to the disarray of the goals of the study. The students will not acquire the intended knowledge and skills, further more they adopt inappropriate working methods and immoral attitude to their duties. It is important for lecturers to show students how to establish their own effective learning strategies (Nguyen, 2010).The students continue to apply the improper working procedures in their future jobs what can cause the real economical damages as well as an injury of the employees' reputation (Smith et al., 2002).The students´ attitude to the study influences also the evaluation of the courses, teachers and the whole faculties and universities. It was proved (Jindrová et. al, 2013) that the students with a procrastinating attitude to the study duties are much more critical towards the teachers, the study materials, etc.The university's good name, reputation and competitiveness might be influenced as well. If the unethical behaviour is not systematically and persistently chased and penalized, the university can gain a reputation of a place where everybody obtains certificate without work. The goal-directed students with good study potential are then not interested in such an institution. Finally, the immoral behaviour of the students harms the work of the teachers and managers of the school.

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The influence of achievement goal orientation on plagiarism

Cited by 48 publications

References 22 publications

Academic Plagiarism: Explanatory Factors from Students’ Perspective

Academic Plagiarism: Explanatory Factors from Students’ Perspective

Genius, ¿plagio O Creatividad? Aportes Para Una Discusión Sobre Las Prácticas Pedagógicas

Unethical Behavior of the Students of the Czech University of Life Sciences

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