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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 |
Source Type: | DISSERTATION |
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 |