Using the theory of planned behaviour to understand Thai students’conceptions of plagiarism within their undergraduate programmes in higher education

Khathayut, Phanlapa; Walker‐Gleaves, Caroline; Humble, Steve

doi:10.1080/03075079.2020.1750584

Cited by 16 publications

(16 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The finding supports previous studies showing that many students plagiarised because of poor assessment design (Amsberry, 2009;Comas-Forgas & Sureda-Negre, 2010;Walker & White, 2014), limited plagiarism policies (Babaii & Nejadghanbar, 2017;Walker & White, 2014), and lack of detection (Devlin & Gray, 2007;Sutherland-Smith, 2008). Many believed that plagiarism education would positively affect student ethical awareness which is aligned with previous findings that students might plagiarise because of limited education about the issue (Halupa & Bolliger, 2015;Khathayut et al, 2020). The results seem to be due to participants' professional experiences.…”

Section: Student Attitudes Towards Plagiarism On An Organisational Levelsupporting

confidence: 83%

“…And this confusion was evident among many Malaysian undergraduate students (Ahmad et al, 2012;Smith et al, 2007). Others reported inadequate understanding of plagiarism among undergraduates in Pakistan (Javaeed et al, 2019;Ramzan et al, 2012;Rathore et al, 2018), Thailand (Khathayut et al, 2020), Japan (Rinnert & Kobayashi, 2005), Taiwan (Chien, 2017), and China (Hu & Lei, 2012. Limited understanding of plagiarism was also held by postgraduate students in Japan (Rinnert & Kobayashi, 2005), Iran (Rezanejad & Rezaei, 2013), Thailand (Puengpipattrakul, 2016), and Pakistan (Ramzan et al, 2012;Rathore et al, 2018).…”

Section: Knowledge Of Plagiarismmentioning

confidence: 99%

“…Rathore et al (2018) found that many students in a Pakistani university received inadequate training on plagiarism. Limited plagiarism education was reported in Thai (Khathayut et al, 2020;Puengpipattrakul, 2016), Iranian (Babaii & Nejadghanbar, 2017;Rezanejad & Rezaei, 2013), and Japanese (Rinnert & Kobayashi, 2005) contexts.…”

Section: Plagiarism Educationmentioning

confidence: 99%

“…Research suggests that many students plagiarised due to inadequate training on plagiarism and its various forms (Amiri & Razmjoo, 2016;Babaii & Nejadghanbar, 2017;Gourlay & Deane, 2012;Gullifer & Tyson, 2010;Halupa & Bolliger, 2015;Zhang, 2016). Insufficient instructions on academic writing (Amsberry, 2009;Chen & Van Ullen, 2011;Kokkinaki et al, 2015;Rinnert & Kobayashi, 2005;Schmitt, 2005), how to avoid plagiarism (Halupa & Bolliger, 2015;Khathayut et al, 2020;Kokkinaki et al, 2015), and plagiarism policies (Brown & Howell, 2001;Duff et al, 2006;Ellery, 2008) are other factors that exacerbated student plagiarism.…”

Section: Institutional Factorsmentioning

confidence: 99%

See 3 more Smart Citations

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

Tran¹

2021

Preprint

View full text Add to dashboard Cite

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>

show abstract

Section: Student Attitudes Towards Plagiarism On An Organisational Levelsupporting

confidence: 83%

Section: Knowledge Of Plagiarismmentioning

confidence: 99%

Section: Plagiarism Educationmentioning

confidence: 99%

Section: Institutional Factorsmentioning

confidence: 99%

See 2 more Smart Citations

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

Tran¹

2021

Preprint

View full text Add to dashboard Cite

show abstract

“…In a recent paper Phanlapa et al (2020) investigated how Thai students actualize plagiarism within an undergraduate program. This study used the TPB as a lens through which the issues about plagiarism were interpreted and explored.…”

Section: Theory Of Planned Behavior (Tpb)mentioning

confidence: 99%

A Study of Attitude Towards Plagiarism Among Thai University Students

Nagi

Varughese

2021

EJFL

View full text Add to dashboard Cite

Academic misconduct, especially plagiarism, has always been a critical academic issue in Thailand. Since the beginning of 2020, the COVID crisis has also led to another kind of pandemic plagiarism. Due to the ongoing lockdown the use of the internet, digital platforms, and eLearning has dramatically increased. This sudden explosion in online learning has further exacerbated attitudes about plagiarism. Needless to say, the internet provides ample opportunities for Thai students to access a wealth of information without visiting their school, college, or university library. While this has led to a boom in searching for online information, it has also made it much easier for students to plagiarize content that they stumble upon. Since Thai students are very weak in English language proficiency there is always a temptation for copying from the internet. Although most Thai institutions have a policy to curb plagiarism and uphold academic integrity, they seem to have a very limited effect. This research is based on the Theory of Planned Behavior (TPB) which states that attitude, subjective norms, and perceived behavioral controls together shape the individual’s intentions and behaviors. For the purpose of this study, an online survey was crafted using the variables pertinent to the Theory of Planned Behavior (TPB). A modified conceptual framework based on TPB was utilized. The results show that Thai students lack proper knowledge and implications of plagiarism. This study also provides suggestions to curb plagiarism and improve the English proficiency of Thai students. Article visualizations:<img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" />

show abstract

Academic cheating as planned behavior: the effects of perceived behavioral control and individualism-collectivism orientations

Zhang

2023

High Educ

View full text Add to dashboard Cite

To inform interventions against academic cheating among college students, the study tests the moderating role of the construct of perceived behavioral control as originally proposed yet seldom tested in the Theory of Planned Behavior, and further tests the cultural boundary conditions for this moderating role with a focus on the four horizontal-vertical individualism-collectivism orientations. Using multicampus survey data collected from 2293 Chinese undergraduate students, the moderation analyses suggest a significant and negative joint effect of perceived behavioral control with the construct of subjective norm and a positive yet insignificant joint effect with the construct of attitude towards cheating. Further moderated moderation analyses identify a pattern from comparing the four significant three-way interactions: the positive effects of attitude towards cheating and subjective norm on academic cheating are stronger under the conditions of a combination of low subjective norm with low horizontal individualism and horizontal collectivism, respectively. The study contributes to a nuanced understanding of the utility of Theory of Planned Behavior in predicting academic cheating and supports a multivariable intervention approach that closely integrates administrative measures with students’ attitudinal and normative beliefs with a concern for the subtle yet significant influences of cultural orientations.

show abstract

Using the theory of planned behaviour to understand Thai students’conceptions of plagiarism within their undergraduate programmes in higher education

Cited by 16 publications

References 37 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

A Study of Attitude Towards Plagiarism Among Thai University Students

Academic cheating as planned behavior: the effects of perceived behavioral control and individualism-collectivism orientations

Contact Info

Product

Resources

About