Factors that influence students attitude towards copying and

plagiarism
Empirical Study on e Plagiarism: If its a question of Expectations versus reality
Growing perceptions that students exploit information technology to evade academic
assignments
prompted surveys of student attitudes about unethical uses of information technology
(e.g., cutting and pasting excerpts from Web sites without attribution) at two institutions.
To improve students functional understanding of plagiarism,
a variety of approaches was tried within a comprehensive information
literacy program.
Current concerns about plagiarism participate in a culture-wide anxiety that mirrors the cultural
climate in previous textual revolutions. In todays revolution, the Internet is described as the
cause of
a perceived increase in plagiarism, and plagiarism-detecting services (PDSs) are described as the
best
solution. The role of the Internet should be understood, however, not just in terms of access to
text
but also in terms of textual relationships. Synthesizing representations of iText with literary
theories
of intertextuality suggests that all writers work intertextually, all readers interpret texts
intertextually,
and new media not only increase the number of texts through which both writers and readers
work but
also offer interactive information technologies in which unacknowledged appropriation from
sources
does not necessarily invalidate the text. Plagiarism-detecting services, in contrast, describe
textual
appropriation solely in terms of individual ethics. The best response to concerns about plagiarism
is revised institutional plagiarism policies combined with authentic pedagogy that derives from
an
understanding of IText, intertextuality, and new media.
Although students work and live in a remix culture, composition pedagogy does not always
value the
discursive practices of that culture, especially when it comes to producing written work for
academic
contexts. The reasons for these views are historically determined and tied, at least in part, to
relatively
traditional notions of authorship and creativity. But writers in other contexts, both disciplinary
and
popular, have developed interesting and useful remix approaches that can aid invention, leverage
intellectual and physical resources, and dramatize the social dimensions of composing in this day

and age. These approaches, however, ask teachers to reconsider taken-for-granted assumptions
about
plagiarism and originality.
2007 Elsevier Inc. All rights r
The way in which students regard copying in exams and plagiarism depends on the goal that is
attributed to the educational process they are involved in and the perception of their relationships
with the
classmates as competitive. The quality of the didactic performance influences the tendency
towards fraud; on a
short term, the enforcement of academic regulations regarding frauds will reduce this frequency.
On a mediumlong
term, a thorough knowledge of the complex of elements that influence fraud tendencies will
facilitate the
reconfiguration of the didactic process and the reduction of the proclivity towards copying and
plagiarism.
Ethnicity, Acculturation, and Plagiarism:
A Criterion Study of Unethical Academic Conduct
Daniel E. Martin, Asha Rao, and Lloyd R. Sloan
Ethics have received increased attention from the media and academia in recent years. Most
reports suggest that one form of
unethical conduct-plagiarism-is on the rise in the business schools. Stereotypes of Asian students
as being more prone to
plagiarize are frequently found in the literature, though not concretely substantiated. This study
used a behavioral criterion
to examine the relationships among ethnicity, acculturation, and plagiarism in a sample of 158
undergraduate and graduate
students. Significant differences in plagiarism behavior were found based on level of student
acculturation, but not ethnicity.
Considerations and implications for training and managing international students and workers
are discussed.
Key words: Ethics, plagiarism, acculturation, ethnicity, criterion study
Internet Plagiarism Among College Students
A Dual-Process Model of Cheating Intentions
Although prior pedagogy research indicates significant
relationships between several student characteristics and
cheating intentions, no research has examined the simultaneous
effect of cognition and anticipated emotions on such
intentions. To explore the possibility that imagined
outcomesprompted by anticipated emotionsand select
cognitive factors antecede cheating intentions, the authors
developed and tested a model that relates anticipated regret,
anticipated elation, locus of control, and personal expertise

to willingness to cheat. The empirical results, which rely on

five extant scales and a new multiitem vignette measure of
cheating intentions, validate this dual-process model. Also,
the results show that anticipated elation is a source of value
for students, which positively affects their willingness to
cheat.
Keywords: anticipated elation; cheating; emotions;
uncertainty; vignette
Cheating and electronic plagiarism scope, consequences and detection
Steve OConnor
Caval Collaborative Solutions
Abstract
Plagiarism is.the appropriation or imitation of anothers ideas and manner of expressing
them, as in art,
literature, etc., to be passed off as ones own, [Macquarie Dictionary]. It comes from the Latin
Plagiarius,
a kidnapper.
This paper discusses the scope of cheating, and plagiarism from electronic sources including the
Internet,
online databases and journals, peer essays and assignments, and e-books. It examines the types
of
cheating and plagiarism and the issues associated with the increasing levels of plagiarism
including the
ways in which students collaborate, retrieve and use information.
The consequences of cheating and plagiarism on the quality of the educational experience (for
the
student) and educational standards (for the institution) will be examined.
Detection of electronic cheating, including plagiarism, is now possible using a range of products,
both
Australian and international. The products will be discussed, including how they identify
occurrences of
copied text and how they report their findings. The findings of the CAVAL/ALDIS Plagiarism
Detection
Pilot Project conducted across 6 Victorian universities in 2002 will be examined in conjunction
with the
earlier findings of international studies such as that conducted by JISC in the UK.
The paper will conclude by examining the post-study implications for Australian institutions