Abstract
In this paper we report the results of a survey of student plagiarism carried out at the University of Western Sydney (UWS). This survey examined rates of plagiarism,understanding of plagiarism, perceived seriousness of plagiarism, and factors thought to be related to plagiarism such as the pressure students place on themselves to achieve high grades. Students who achieved higher grades plagiarised less than students who had lower grades. Perceived seriousness of plagiarism, students' competitiveness, and students' self-imposed pressure to achieve high grades were correlated negatively with incidence of plagiarism. Perceived seriousness of plagiarism mediated the relationship between self-imposed pressure to achieve good grades and rates of plagiarism. The data from the present survey (conducted in 2009) were compared with data from comparable students who completed the same survey at UWS five years earlier (2004). The comparison between the 2009 and 2004 data suggested a reduction in prevalence of plagiarism and an increase in both understanding and perceived seriousness of plagiarism between 2004 and 2009. We suggest that plagiarism may be reduced by means of educational programs that promote the perception of plagiarism as a serious academic integrity issue.
Highlights
There is little doubt that plagiarism occurs among university students (Bennett, 2005)
We present the descriptive statistics for the prevalence of plagiarism, the perceived seriousness of plagiarism, and understanding of plagiarism
In analysing factors related to plagiarism, we found evidence supporting the assertion that students who place pressure on themselves to do well will plagiarise less
Summary
There is little doubt that plagiarism occurs among university students (Bennett, 2005). Consistent with this, some authors claim that the dishonest pursuit of obtaining good marks could be due to the pressure students experience to prove their worth to themselves or to others (Davis, Grover, Becker, & McGregor, 1992; Newstead, Franklyn-Stokes, & Armstead, 1996) Research indicates that such pressures can lead to decisions to engage in various forms of academic dishonesty (McCabe, Treviño, & Butterfield, 2001). According to Bennett (2005), the incentive to take ‘short cuts’ (i.e. plagiarise) in order to succeed is greater among people with a pronounced goal orientation (e.g. the goal of getting a good job) Competition for both obtaining high grades and acquiring jobs may contribute to plagiarism, especially among students who have a dispositional tendency toward competitiveness. Since scholarship students in their study tended to have higher grades than students without scholarships (Passow et al, 2006), this again suggests a potential connection between grades and plagiarism
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