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Mar 3, 2023 · 2.1. Students’ ethical reasoning of plagiarism – the perspective of ethical theories. Intentional Plagiarism (IP) demonstrates unethical academic behavior as it transgresses core academic values namely, fairness, honesty, and trust in which the plagiarist student fraudulently uses the original author’s intellectual property (Hansen et al. Citation 2011; Keohane Citation 1999).
ethics concerning plagiarism resulting in poor ethical judgments. This study attempts to examine what is students’ ethical reasoning for unintentional plagiarism and how HEIs’ ethical awareness efforts impact students’ ethical judgments which ultimately shape their ethical behavior. The study also explored whether and how individual-level
Feb 1, 2007 · Understanding which theory of ethical reasoning students employ is critical, as preemptive steps can be taken by faculty to counteract this reasoning and prevent plagiarism. Additionally, it has ...
Dec 5, 2006 · Understanding which theory of ethical reasoning students employ is critical, as preemptive steps can be taken by faculty to counteract this reasoning and prevent plagiarism. Additionally, it has been demonstrated that unethical behavior in school can lead to unethical behavior in business; therefore, correcting unethical behavior in school can have a positive impact on organizational ethics.
- Neil Granitz, Dana Loewy
- 2007
- Plagiarism Or Literary Remixing?
- Awareness, Motivation, and Intent
- Social Norms and Plagiarism
- Borrowing Other’S Work and Technology
- Theory of Reasoned Action and Planned Behavior
- H1
- H2
- H3
- H4
- H5
Much of the research on plagiarism focuses on attitudes and perceptions (see Risquez et al. 2013). However, research findings in the US, Canada, Australia, New Zealand, South Africa and the UK suggest that there is a perception gap related to how students and staff define and think about plagiarism (Pickard 2006; Simon et al. 2004) and what behavio...
The first perspective focuses on the subjective understanding of plagiarism. This body of research has a long history and addresses how individuals contextualize plagiarism. Although how plagiarism is understood directly impacts how the work of others is borrowed and used, the intentions and motivations for plagiarizing is a more compelling and rel...
The second perspective on plagiarism suggests that the greatest predictor of student cheating or the propensity to engage in cheating is how similar students perceive their cheating behavior to be to that of their peers and friends (McCabe and Trevino 1996; McCabe et al. 2001b). Although cheating is different from plagiarizing, there is overlap. Wh...
The third perspective, based on extensive research, examines how already existing work is borrowed or used by students who plagiarize or have been charged with academic misconduct. Howard (1995, 2007, 2009) and Williams (2007) argue that online sources have complicated things by making information widely accessible, which in turn destabilizes indiv...
The theory of reasoned action (TORA) and its extension, the theory of planned behavior (TPB), as described initially by Ajzen and Fishbein (1980) and later by Ajzen (1991), suggests individual behavior can be predicted because behaviors can be intended and calculated. Grounded in organizational behavior and human decision-making processes (Ajzen 19...
Attitudes toward plagiarism (ATT/PAP) will be significantly related to behavioral intention (BI). That is, favorable (unfavorable) perceptions of plagiarism will be associated with the intention to (not) engage in plagiarism.
Subjective norms about plagiarism (SN) will be significantly related to the behavioral intention (BI). That is, perceptions that important people agree (disagree) with the act of plagiarism would be associated with the intention to (not) engage in plagiarism.
Intentions to plagiarize (BI) will be predicted by perceived behavioral control (PBC). That is, one’s intention to (not) engage in plagiarism will be associated with perceptions that one has the competency to engage in plagiarism or that barriers may inhibit or support plagiarism.
There will be a significant difference in the ATT, BI, SN and PBC of students who have been sanctioned for plagiarism and those who have never plagiarized, but no difference between those sanctioned and those who have never been caught plagiarizing.
Personal outcome evaluation will be significantly related to attitudes, subjective norms, perceived behavioral control, and behavioral intentions.
- S. K. Camara, Susanna Eng-Ziskin, Laura Wimberley, Katherine S. Dabbour, Carmen M. Lee
- 2017
Cheating on exams or problem sets, plagiarizing or misrepresenting the ideas or language of someone else as one’s own, falsifying data, or any other instance of academic dishonesty violates the standards of our community, as well as the standards of the wider world of learning and affairs. You can read more about the Honor Code here.
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May 3, 2009 · This paper considers the problem of plagiarism as an issue of morality. Outrage about student plagiarism in universities positions it as dishonesty and a transgression of standards. Despite this, there has been little work analysing the implications of positioning plagiarism as a moral matter in the making of judgments about plagiarism and academic dishonesty. This paper sets the scene by ...
