Trends, triggers, and type of plagiarist on academic assignmentsa case of study at the Spanish university

  1. José R. Canay-Pazos 1
  2. Hugo M. Ballesteros 1
  3. Gonzalo Rodríguez- Rodríguez 1
  4. Pierre Failler 2
  1. 1 University of Santiago de Compostela, Spain.
  2. 2 University of Portsmouth, United Kingdom.
Revista:
Campus Virtuales

ISSN: 2255-1514

Ano de publicación: 2021

Volume: 10

Número: 2

Páxinas: 85-95

Tipo: Artigo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Campus Virtuales

Resumo

El objetivo de este trabajo es profundizar en el conocimiento sobre plagio entre las actividades académicas de estudiantes de una universidad española y proponer medidas encaminadas a su reducción. Para ello, hemos desarrollado un marco analítico que compara la percepción de los estudiantes sobre el plagio que realizan, con datos objetivos ofrecidos por un software antiplagio sobre el comportamiento plagiador de ese mismo grupo de estudiantes. La comparación reveló una falta generalizada de conocimiento sobre qué constituye plagio. En ese sentido, el 37% de los estudiantes consultados declararon desconocer que actividades son consideradas como plagio. Así, algunas de las actividades de plagio más comunes, como la reproducción de obras de Internet, fueron percibidas como moralmente aceptables entre los estudiantes. Para minimizar el plagio, recomendamos la implementación de medidas formativas entre los estudiantes que les proporcionen herramientas conceptuales para evitar y rechazar el plagio. Mejorar el cumplimiento entre los estudiantes y la articulación de castigos graduales y adaptados a los diferentes tipos de plagiadores, también será relevante para reforzar el sistema educativo y reducir las actitudes deshonestas.

€ Ver financiamento

Información de financiamento

Phd hugo M. ballesteros work has been funded by a Postdoctoral Research Contract by the Project Ed481b 2018/088.

Referencias bibliográficas

  • Ashworth, P.; Bannister, P.; Thorne, P.; Students on the Qualitative Research Methods Course Unit (1997). Guilty in whose eyes? University students' perceptions of cheating and plagiarism in academic work and assessment. Studies in Higher Education, 22(2), 187- 203.
  • Awdry, R.; Sarre, R. (2013). An Investigation into Plagiarism Motivations and Prevention Techniques: Can They Be Appropriately Aligned?. SSRN Electronic Journal. doi:10.2139/ssrn.2362696.
  • Ballantine, J.; McCourt Larres, P. (2012). Perceptions of Authorial Identity in Academic Writing among Undergraduate Accounting Students: Implications for Unintentional Plagiarism. Accounting Education, 21(3), 289-306.
  • Ballesteros, H. M.; Rodríguez-Rodríguez, G. (2018). “Acceptable” and “unacceptable” poachers: Lessons in managing poaching from the Galician shellfish sector. Marine Policy, 87, 104-110. doi:10.1016/j.marpol.2017.10.015.
  • Barnhardt, B. (2016). The “Epidemic” of Cheating Depends on Its Definition: A Critique of Inferring the Moral Quality of “Cheating in Any Form”. Ethics & Behavior, 26(4), 330-343. doi:10.1080/10508422.2015.1026595.
  • Bretag, T. (2013). Challenges in addressing plagiarism in education. PLoS Medicine, 10(12), e1001574. doi:10.1371/journal.pmed.1001574.
  • Bretag, T.; Mahmud, S. (2009). Self-Plagiarism or Appropriate Textual Re-use? Journal of Academic Ethics, 7(3), 193-205. doi:10.1007/s10805-009-9092-1.
  • Bruton, S. V. (2014). Self-Plagiarism and Textual Recycling: Legitimate Forms of Research Misconduct. Accountability in Research: Policies & Quality Assurance, 21(3), 176-197. doi:10.1080/08989621.2014.848071.
  • Comas Forgas, R.; Sureda-Negre, J. (2007). Ciber-Plagio Académico. Una aproximación al estado de los conocimientos. TEXTOS de La CiberSociedad, (10). (http://www.cobersociedad.net/).
  • Comas Forgas, R.; Sureda-Negre, J. (2010). Academic Plagiarism: Explanatory Factors from Students’ Perspective. Journal of Academic Ethics, 8(3), 217-232. doi:10.1007/s10805-010-9121-0.
  • Comas Forgas, R.; Sureda-Negre, J.; Oliver Trobat, M. (2011). Prácticas de citación y plagio académico en la elaboración textual del alumnado universitario. Teoría De La Educación: Educación y Cultura En La Sociedad de La Información, 12(1), 359-385.
  • Curtis, G. J.; Cowcher, E.; Greene, B. R.; Rundle, K.; Paull, M.; Davis, M. C. (2018). Self-Control, Injunctive Norms, and Descriptive Norms Predict Engagement in Plagiarism in a Theory of Planned Behavior Model. Journal of Academic Ethics, 16(3), 225-239. doi:10.1007/s10805-018-9309-2.
  • Doss, D. A.; Henley, R.; Gokaraju, B.; McElreath, D.; Lackey, H.; Hong, Q.; Miller, L. (2016). Assessing Domestic vs. International Student Perceptions and Attitudes of Plagiarism. Journal of International Students, 6(2), 542-565.
  • East, J. (2010). Judging plagiarism: a problem of morality and convention. Higher Education, 59(1), 69-83. doi:10.1007/s10734-009- 9234-9.
  • Ehrich, J.; Howard, S. J.; Mu, C.; Bokosmaty, S. (2016). A Comparison of Chinese and Australian University Students' Attitudes towards Plagiarism. Studies in Higher Education, 41(2), 231-246.
  • Goh, E. (2013). Plagiarism Behavior Among Undergraduate Students in Hospitality and Tourism Education. Journal of Teaching in Travel & Tourism, 13(4), 307-322. doi:10.1080/15313220.2013.839295.
  • Gullifer, J. M.; Tyson, G. A. (2010). Exploring university students' perceptions of plagiarism: a focus group study. Studies in Higher Education, 35(4), 463-481. doi:10.1080/03075070903096508.
  • Gullifer, J. M.; Tyson, G. A. (2014). Who has read the policy on plagiarism? Unpacking students' understanding of plagiarism. Studies in Higher Education, 39(7), 1202-1218. doi:10.1080/03075079.2013.777412.
  • González-González, C. S., Infante-Moro, A., & Infante-Moro, J. C. (2020). Implementation of e-proctoring in online teaching: A study about motivational factors. Sustainability, 12(8), 3488. doi:10.3390/su12083488.
  • Halupa, C.; Bolliger, D. U. (2015). Student Perceptions of Self-Plagiarism: A Multi-University Exploratory Study. Journal of Academic Ethics, 13(1), 91-105. doi:10.1007/s10805-015-9228-4.
  • Hensley, L. C.; Kirkpatrick, K. M.; Burgoon, J. M. (2013). Relation of gender, course enrollment, and grades to distinct forms of academic dishonesty. Teaching in Higher Education, 18(8), 895-907. doi:10.1080/13562517.2013.827641.
  • Koh, H. P.; Scully, G.; Woodliff, D. R. (2011). The impact of cumulative pressure on accounting students’ propensity to commit plagiarism: An experimental approach. Accounting and Finance, 51(4), 985-1005.
  • Leung, S.‑O. (2011). A Comparison of Psychometric Properties and Normality in 4-, 5-, 6-, and 11-Point Likert Scales. Journal of Social Service Research, 37(4), 412-421. doi:10.1080/01488376.2011.580697.
  • Lim, V. K. G.; See, S. K. B. (2001). Attitudes Toward, and Intentions to Report, Academic Cheating Among Students in Singapore. Ethics & Behavior, 11(3), 261-274. doi:10.1207/S15327019Eb1103_5.
  • Löfström, E.; Kupila, P. (2013). The Instructional Challenges of Student Plagiarism. Journal of Academic Ethics, 11(3), 231-242. doi:10.1007/s10805-013-9181-z.
  • McCabe, D. L.; Butterfield, K. D.; Treviño, L. K. (2003). Faculty and Academic Integrity: The Influence of Current Honor Codes and Past Honor Code Experiences. Research in Higher Education, 44(3), 367-385.
  • McCabe, D. L.; Trevino, L. K. (1997). Individual and Contextual Influences on Academic Dishonesty: A Multicampus Investigation. Research in Higher Education, 38(3), 379-396. doi:10.1023/A:1024954224675.
  • McCabe, D. L.; Trevino, L. K.; Butterfield, K. D. (2001). Cheating in Academic Institutions: A Decade of Research. Ethics & Behavior, 11(3), 219-232. doi:10.1207/S15327019Eb1103_2.
  • McCuen, R. H. (2008). The Plagiarism Decision Process: The Role of Pressure and Rationalization. IEEE Transactions on Education, 51(2), 152-156. doi:10.1109/TE.2007.904601.
  • Moskovitz, C. (2016). Self-Plagiarism, Text Recycling, and Science Education. BioScience, 66(1), 5-6. doi:10.1093/biosci/biv160
  • Nederhof, A. J. (1985). Methods of coping with social desirability bias: A review. European Journal of Social Psychology, 15(3), 263- 280. doi:10.1002/ejsp.2420150303.
  • Newton, P. (2016). Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education. Assessment & Evaluation in Higher Education, 41(3), 482-497. doi:10.1080/02602938.2015.1024199.
  • Nowlis, S. M.; Kahn, B. E.; Dhar, R. (2002). Coping with Ambivalence: The Effect of Removing a Neutral Option on Consumer Attitude and Preference Judgments. Journal of Consumer Research, 29(3), 319-334. doi:10.1086/344431.
  • Ostrom, E. (2015). Governing the Commons. Cambridge: Cambridge University Press. doi:10.1017/Cbo9781316423936.
  • Park, C. (2003). In Other (People's) Words: Plagiarism by university students--literature and lessons. Assessment & Evaluation in Higher Education, 28(5), 471-488. doi:10.1080/02602930301677.
  • Power, L. G. (2009). University Students' Perceptions of Plagiarism. The Journal of Higher Education, 80(6), 643-662. doi:10.1080/00221546.2009.11779038.
  • Robinson, S. R. (2014). Self-plagiarism and unfortunate publication: an essay on academic values. Studies in Higher Education, 39(2), 265-277. doi:10.1080/03075079.2012.655721.
  • Roig, M.; Ballew, C. (1992). Attitudes toward Cheating by College Students and Professors. (http://eric.ed.gov/?id=Ed349895).
  • Smith, M.; Ghazali, N.; Fatimah Noor Minhad, S. (2007). Attitudes towards plagiarism among undergraduate accounting students: Malaysian evidence. Asian Review of Accounting, 15(2), 122-146.
  • Tas, Y.; Tekkaya, C. (2010). Personal and Contextual Factors Associated With Students’ Cheating in Science. The Journal of Experimental Education, 78(4), 440-463. doi:10.1080/00220970903548046.
  • Tyler, T. R. (2006). Why people obey the law. Princenton (New Jersey): Princeton University Press.
  • Van de Mortel, T. F. (2008). Faking it: social desirability response bias in selfreport research. The Australian Journal of Advanced Nursing, 25(4).
  • Vehviläinen, S.; Löfström, E.; Nevgi, A. (2018). Dealing with plagiarism in the academic community: emotional engagement and moral distress. Higher Education, 75(1), 1-18. doi:10.1007/s10734-017-0112-6.
  • Weijters, B.; Cabooter, E.; Schillewaert, N. (2010). The effect of rating scale format on response styles: The number of response categories and response category labels. International Journal of Research in Marketing, 27(3), 236-247. doi:10.1016/j.ijresmar.2010.02.004.
  • Whitley, B. E. (1998). Factors associated with cheating among college students: a review. Research in Higher Education, 39(3), 235-274. doi:10.1023/A:1018724900565.
  • Williams, S.; Tanner, M.; Beard, J.; Chacko, J. (2014). Academic Misconduct among Business Students: A Comparison of the US and UAE. Journal of Academic Ethics, 12(1), 65-73. doi:10.1007/s10805-013-9200-0.
  • Yang, S. C.; Huang, C.‑L.; Chen, A.‑S. (2013). An Investigation of College Students’ Perceptions of Academic Dishonesty, Reasons for Dishonesty, Achievement Goals, and Willingness to Report Dishonest Behavior. Ethics and Behavior, 23(6). doi:10.1080/10508422.2013.802651.
  • Youmans, R. J. (2011). Does the adoption of plagiarism-detection software in higher education reduce plagiarism?. Studies in Higher Education, 36(7), 749-761. doi:10.1080/03075079.2010.523457.
Fonte de datos: Dialnet