In their own words: a qualitative study of the reasons Australian university students plagiarize

Devlin, Marcia; Gray, Kathleen

doi:10.1080/07294360701310805

Cited by 203 publications

(186 citation statements)

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“…For instance, 90% of Chinese and Australian students indicated a lack of awareness of self-plagiarism as a form of academic misconduct (as indexed by agreement with the statement 'You can't plagiarise yourself'). This lack of awareness of what does and does not constitute plagiarism is consistent with other Australian (Devlin and Gray 2007;Marshall and Garry 2006;SongTurner 2008) and Chinese studies (Hu and Lei 2012;Mu 2010). In addition, that one in five students indicated that punishment for plagiarism should be light (in contrast to universities' typical position on plagiarism), while directionally consistent with prior research (Ryan et al 2009), demonstrates a troubling divide between students' perceptions and universities' academic misconduct policies.…”

Section: Discussionsupporting

confidence: 54%

“…Generalisation of these findings, however, is complicated by the unique demands of studying abroad. For instance, in addition to typical coursework demands, international students also must overcome unique and significant language barriers, which have been associated with plagiarist behaviours (Devlin and Gray 2007). It is therefore difficult to determine whether these findings provide an accurate reflection of cultural differences in attitudes towards plagiarism or the additional pressures international students face in a foreign learning environment.…”

Section: Introductionmentioning

confidence: 91%

“…In fact, prior research has attributed plagiarism to a number of factors, including: a lack of knowledge of what constitutes plagiarism (Harris 2001;Marshall and Garry 2006;Ryan et al 2009); disconnect between staff and students' understandings of plagiarism (Brimble and Stevenson-Clarke 2005); time pressures (Bannister and Ashworth 1998); and poor language and academic skills (Devlin and Gray 2007). It is unclear, however, whether these factors differ in importance across different cultural contexts.…”

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confidence: 99%

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A comparison of Chinese and Australian university students' attitudes towards plagiarism

Ehrich

Howard

et al. 2014

Studies in Higher Education

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Student plagiarism is a growing problem within Australian universities and abroad. Potentially exacerbating this situation, research indicates that students' attitudes toward plagiarism are typically more permissive and lenient than the policies of their tertiary institutions. There has been suggestion that this is especially so in Asian countries relative to Western countries; however, very little research has sought to empirically validate this suggestion. Moreover, existing research in this area has typically compared international and domestic students studying in Western countries. As yet, no studies have directly compared Chinese and Australian university students' attitudes toward plagiarism, as they exist within their native countries. Rasch analysis/ differential item functioning were conducted to contrast 131 Australian and 173 Chinese undergraduate university students' attitudes towards plagiarism. Results indicated distinct cross-cultural differences in aspects of students' plagiarism attitudes. Regardless of ethnic background, the results highlight undergraduate students' typical lack of understanding of plagiarism and plagiarist behaviours. students. The author attributed this result to academic pressure (i.e., workloads) and the perception that many international students were doing likewise. Generalisation of these findings, however, is complicated by the unique demands of studying abroad. For instance, in addition to typical coursework demands, international students also must overcome unique and significant language barriers, which have been associated with plagiarist behaviours (Devlin and Gray 2007). It is therefore difficult to determine whether these findings provide an accurate reflection of cultural differences in attitudes towards plagiarism or the additional pressures international students face in a foreign learning environment.Furthermore, plagiarism is a highly complex phenomenon and, as such, it is likely that there is no single explanation for why individuals engage in plagiarist behaviours. In fact, At the heart of this issue is whether or not there are genuine cross-cultural differences in attitudes toward plagiarism. To address this issue, the current study surveyed Chinese and Australian university students studying domestically in order to compare these students' attitudes toward plagiarism and the perceived factors contributing to plagiarist behaviours.Importantly, the cross-cultural comparison of university students studying domestically minimises the conflation of the unique demands of studying abroad. As such, any differences in plagiarism attitudes can more readily be attributed to cross-cultural differences in attitudes Method ParticipantsParticipants were domestic undergraduate students enrolled at either an Australian (n = 131) or Chinese university (n = 173). In the Australian sample there were significantly more females than males (80.9% female), the pattern of which was reversed in the Chinese sample (19.3% female). All Australian students were enrolled in...

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Section: Discussionsupporting

confidence: 54%

Section: Introductionmentioning

confidence: 91%

mentioning

confidence: 99%

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A comparison of Chinese and Australian university students' attitudes towards plagiarism

Ehrich

Howard

et al. 2014

Studies in Higher Education

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“…Tras una pormenorizada revisión de la literatura (Devlin & Gray, 2007;Egaña, 2012), se construyó un instrumento ad hoc, sometido a validación por seis jueces expertos del Área de Métodos de Investigación y Diagnóstico en Educación. El cuestionario elaborado se componía tanto por preguntas cerradas dicotómicas y politómicas, que conformaban las variables identificativas del sujeto y 39 ítems a valorar en escala tipo Likert con 7 alternativas de respuestas (siendo 1 totalmente en desacuerdo y 7 totalmente de acuerdo).…”

Section: Instrumentosunclassified

Atribuciones causales en el plagio académico por parte de los estudiantes universitarios

Rebollo-Quintela

Bellón

Cantero

2017

R Est Inv Psico y Educ

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Atribuciones causales en el plagio académico por parte de los estudiantes universitarios Causal attributions in academic plagiarism by university students Nuria Rebollo-Quintela, Eva Mª Espiñeira-Bellón , Jesús Miguel Muñoz-Cantero Universidade da Coruña, España ResumenLas prácticas académicas deshonestas o plagio cada vez están más presentes en el mundo educativo. Es por ello que la presente comunicación tiene como objetivo principal identificar y analizar las causas que llevan a una muestra de 128 estudiantes de la Facultad de Ciencias de la Educación de A Universidade da Coruña a cometer plagio. Para ello se construyó un cuestionario ad hoc, sometido a validación de jueces expertos y administrado electrónicamente a los discentes para su cumplimentación. Los resultados evidencian que nos encontramos con un fenómeno multicausal, que es necesario erradicar a través de los procesos de enseñanza aprendizaje. Palabras clave: plagio, integridad académica, educación superior, atribuciones Abstract Dishonest academic practices or plagiarism are increasingly present in the educational world. For this reason, the main purpose of this communication is to identify and analyze the causes that lead to a sample of 128 students of the Faculty of Education Sciences of the University of Coruña to commit plagiarism. To this end, an ad hoc questionnaire was prepared, submitted to validation by expert judges and electronically administered to the students for completion. The results show that we have a multicausal phenomenon, which is necessary to eradicate through the teaching-learning processes.

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“…Ellery (2008), in a South African study, indicates that the schooling system poorly equips students with skills for academic writing. Similarly, Devlin & Gray (2007) note how poor academic skills lead to student plagiarism, together with a poor understanding of plagiarism, poor quality of teaching and assessment, and student laziness.…”

Section: Reasons For Student Academic Dishonestymentioning

confidence: 99%

Academic honesty: Perceptions of millennial university students and the role of moderating variables

Zyl

Thomas

2015

KOERS

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In their own words: a qualitative study of the reasons Australian university students plagiarize

Cited by 203 publications

References 14 publications

A comparison of Chinese and Australian university students' attitudes towards plagiarism

A comparison of Chinese and Australian university students' attitudes towards plagiarism

Atribuciones causales en el plagio académico por parte de los estudiantes universitarios

Academic honesty: Perceptions of millennial university students and the role of moderating variables

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