The influence of achievement goal orientation on plagiarism |
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| Authors: | Ravinder Koul Roy B Clariana Kalayanee Jitgarun Alisa Songsriwittaya |
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| Institution: | aPenn State University, Great Valley School of Graduate Professional Studies, 212E SSB, 30 E. Swedesford Road, Malvern, Pa 19355, USA;bKing Mongkut's University of Technology, Faculty of Industrial Education and Technology, Thonburi, Bangkok 10140, Thailand |
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| Abstract: | This investigation considered how undergraduate students with different achievement goal orientation profiles view plagiarism. Thai student volunteers (N = 867) completed an achievement goal survey Niemivirta, M. (1998). Individual differences in motivational and cognitive factors affecting self-regulated learning — A pattern-oriented approach. In P. Nenninger, R. S. Jäger, A. Frey, & M. Woznitza (Eds.), Advances in motivation (pp. 23–42). Landau, DE: Verlad Empirische Pädagogik] and a “Dimensions of Plagiarism” survey Koul, R. (2007). Dimensions of Plagiarism. Downloaded April 8, 2008 from http://dimensions-of-plagiarism.wikispaces.com/]. Mixed analysis of variance of attitudes towards plagiarism with goal orientation and gender showed several significant findings: high performance oriented students were substantially stricter than low performance orientated students in evaluating all Dimensions of Plagiarism. Low mastery oriented students were stricter regarding the “motive” dimension of plagiarism while high mastery oriented students were stricter regarding the “source” dimension of plagiarism. Significant differences between females and males were observed across the six factors of the Dimensions of Plagiarism survey. These results are interpreted within the framework of social comparison theory in respect to competitive learning environments. |
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| Keywords: | Plagiarism Achievement goal orientation Undergraduate students Higher education |
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