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.
|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|
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