Is copy and paste part of academic misconduct? The roles of attitude, experience and self-efficacy in judgment

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology Pub Date : 2025-08-12 DOI:10.1016/j.cedpsych.2025.102402

Chiao Ling Huang , Yao Chen , Sining Zhang , Shu Ching Yang

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引用次数: 0

Abstract

With the rapid development of artificial intelligence and Information Communication Technology in recent years, an increasing number of scholars have focused on their potential applications and risks in education. Among these risks, online plagiarism (OP) has received much attention. Therefore, we seek to complement the existing knowledge on OP and provide effective recommendations for preventing OP and addressing this issue among university students based on our research findings. This study investigated the relationships among students’ judgments, attitudes, academic self-efficacy, and OP behavior, with gender included as a variable of interest. The research involved 551 university students and a survey. The Academic Self-Efficacy Scale and OP-related Ethical Judgments, Behavior, and Attitudes scales were used to collect the data. The study revealed that males perceive OP as less of an academic integrity violation, have more experience with OP, and exhibit a greater level of acceptance of it than females do. Gender was also associated with the OP-related variables. Furthermore, gender, academic self-efficacy, past experience, and attitudes toward OP significantly predicted ethical judgments of OP, explaining 84% of the variance.

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复制粘贴是学术不端行为的一部分吗？态度、经验和自我效能感在判断中的作用

近年来，随着人工智能和信息通信技术的快速发展，越来越多的学者关注人工智能在教育中的潜在应用和风险。在这些风险中，网络剽窃（OP）受到了广泛关注。因此，我们试图补充现有的OP知识，并根据我们的研究结果为预防和解决大学生OP问题提供有效的建议。本研究以性别为研究变量，探讨学生的判断、态度、学业自我效能感与OP行为之间的关系。这项研究对551名大学生进行了调查。采用学术自我效能感量表和op相关的伦理判断、行为和态度量表收集数据。研究表明，男性认为OP对学术诚信的破坏较小，有更多的OP经验，并且比女性表现出更高的接受程度。性别也与op相关的变量有关。此外，性别、学术自我效能感、过去经历和对OP的态度显著预测了OP的伦理判断，解释了84%的方差。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.