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Dissertation/Thesis Abstract

Academic honesty in the digital age
by Ananou, T. Simeon, D.Ed., Indiana University of Pennsylvania, 2014, 194; 3615494
Abstract (Summary)

This quantitative study investigates cyber-plagiarism among undergraduate college students, particularly the prevalence and motives for copying and pasting unattributed sources on written assignments within the theoretically rich and broader context of self-efficacy theory.

Four-hundred-thirty-seven students from three universities completed an online survey designed to examine the relationship between cyber-plagiarism and measures of self-efficacy. A Pearson Correlation revealed no empirical evidence to support the hypothesis that students cyber-plagiarize because they lack an ability to synthesize. The results also indicated that students do not perceive cyber-plagiarism as a socially acceptable practice at their universities, and that they strongly believe in an author's ownership in the digital age. Respondents reported that they almost never participate in cyber-plagiarism, yet perceive cyber-plagiarism as a prevalent practice among their peers.

Indexing (document details)
Advisor: Bieger, George R.
Commitee: Kaufman, Cathy, Piper, David
School: Indiana University of Pennsylvania
Department: Professional Studies in Education
School Location: United States -- Pennsylvania
Source: DAI-A 75/07(E), Dissertation Abstracts International
Subjects: Information Technology, School administration, Educational psychology, Web Studies
Keywords: Academic dishonesty, Academic integrity, Cyber-plagiarism, Self-confidence, Self-efficacy
Publication Number: 3615494
ISBN: 978-1-303-81507-2
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