Student Perceptions of Academic Integrity: A Qualitative Study of Understanding, Consequences, and Impact

Autor/in	Stone, Anna
Titel	Student Perceptions of Academic Integrity: A Qualitative Study of Understanding, Consequences, and Impact
Quelle	In: Journal of Academic Ethics, 21 (2023) 3, S.357-375 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stone, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1727
DOI	10.1007/s10805-022-09461-5
Schlagwörter	Integrity; Cheating; Ethics; Plagiarism; Student Attitudes; Student Behavior; Higher Education; Foreign Countries; College Students; Anxiety; Coping; United Kingdom (London) + Suchen Sie Ihr Suchwort? Integrität; Prellen; Ethik; Plagiat; Schülerverhalten; Student behaviour; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Collegestudent; Angst; Bewältigung
Abstract	Background: Academic integrity (AI) is of increasing importance in higher education. At the same time, students are becoming more consumer-oriented and more inclined to appeal against, or complain about, a penalty imposed for a breach of AI. This combination of factors places pressure on institutions of higher education to handle alleged breaches of AI in a way acceptable to students that motivates them to continue to engage with their studies. Method: Students (n = 8) were interviewed to discover their perceptions of the process for dealing with breaches of AI. All students were based in one university in a very diverse area of London which has many first-generation students from non-traditional academic backgrounds. Results: Students reported strong emotional reactions featuring high levels of anxiety and stress. Some found the process to be threatening and demotivating and questioned continuation on their course of study, while others used more adaptive coping strategies. Students also went to great pains to make it clear that their own, and their friends', breaches of AI were unintentional, while expressing the view that other people were deliberately cheating and should be penalised. Key recommendations include: support for students to re-engage after the intervention; support for students to develop effective self-regulatory learning strategies and time management; provision of specific examples to clarify what is, and is not, acceptable academic practice; recognition of the strong emotions likely to be invoked, especially if accompanied by declarations of unintentionality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01