Students' Perceptions and Evaluations of Plagiarism: Effects of Text and Context

Autor/inn/en	Waltzer, Talia; Dahl, Audun
Titel	Students' Perceptions and Evaluations of Plagiarism: Effects of Text and Context
Quelle	In: Journal of Moral Education, 50 (2021) 4, S.436-451 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Waltzer, Talia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2020.1787961
Schlagwörter	Student Attitudes; Plagiarism; Ethics; Undergraduate Students; Assignments; Cheating; Vignettes; Validity; Moral Values; Context Effect + Suchen Sie Ihr Suchwort? Schülerverhalten; Plagiat; Ethik; Assignment; Auftrag; Zuweisung; Prellen; Gültigkeit; Moral value; Ethischer Wert
Abstract	As they navigate academic life, students must decide whether the acts of copying they encounter constitute plagiarism, and whether those acts are wrong. The present study investigated students' perceptions, evaluations, and reasoning about copying. In interviews about hypothetical scenarios involving copying, undergraduates (N = 60) reported whether the characters' actions constituted plagiarism, whether the actions were wrong, and why. Students' perceptions varied depending on textual similarity and type of academic task. When students perceived an act as plagiarism, they almost always believed it was wrong. In explaining their evaluations of plagiarism, students commonly referenced concerns about "learning consequences," "rules," and "fairness." As expected, most students expressed uncertainty about what constitutes plagiarism and whether copying was wrong. The findings validate a new method and highlight the need for a situated theoretical model of decision-making that goes beyond stable characteristics and incorporates perceptions, evaluations, and reasoning about specific texts and contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01