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| Auteurs principaux: | , |
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| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
2014
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| Sujets: | |
| Accès en ligne: | https://eric.ed.gov/?id=EJ1066495 |
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| _version_ | 1867180847521595392 |
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| author | Strittmatter, Connie Bratton, Virginia K. |
| author_facet | Strittmatter, Connie Bratton, Virginia K. Strittmatter, Connie Bratton, Virginia K. |
| collection | Education Resources Information Center |
| contents | Plagiarism Awareness among Students: Assessing Integration of Ethics Theory into Library Instruction Strittmatter, Connie Bratton, Virginia K. Plagiarism Library Instruction Pretests Posttests Student Attitudes Student Surveys Ethics Program Effectiveness Hypothesis Testing Quasiexperimental Design Undergraduate Students Grade Point Average Statistical Analysis Moral Values The library literature on plagiarism instruction focuses on students' understanding of what plagiarism is and is not. This study evaluates the effect of library instruction from a broader perspective by examining the pre- and posttest (instruction) levels of students' perceptions toward plagiarism ethics. Eighty-six students completed a pre- and posttest survey that measured their ethical perceptions of plagiarism scenarios. The survey used the multidimensional ethics scale (MES) developed by Reidenbach and Robin that is used commonly in business ethics research. The study found that the MES is a reliable tool to measure changes in ethical perceptions of plagiarism. Further, results indicate that students had higher posttest perceptions of plagiarism ethics than they did prior to library instruction. These results suggest that library instruction was effective and had a meaningful impact on students' perceptions toward plagiarism ethics. |
| format | Recurso educativo Open Access |
| id | eric_EJ1066495 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2014 |
| record_format | eric |
| spellingShingle | Plagiarism Awareness among Students: Assessing Integration of Ethics Theory into Library Instruction Strittmatter, Connie Bratton, Virginia K. Plagiarism Library Instruction Pretests Posttests Student Attitudes Student Surveys Ethics Program Effectiveness Hypothesis Testing Quasiexperimental Design Undergraduate Students Grade Point Average Statistical Analysis Moral Values Plagiarism Awareness among Students: Assessing Integration of Ethics Theory into Library Instruction Strittmatter, Connie Bratton, Virginia K. Plagiarism Library Instruction Pretests Posttests Student Attitudes Student Surveys Ethics Program Effectiveness Hypothesis Testing Quasiexperimental Design Undergraduate Students Grade Point Average Statistical Analysis Moral Values The library literature on plagiarism instruction focuses on students' understanding of what plagiarism is and is not. This study evaluates the effect of library instruction from a broader perspective by examining the pre- and posttest (instruction) levels of students' perceptions toward plagiarism ethics. Eighty-six students completed a pre- and posttest survey that measured their ethical perceptions of plagiarism scenarios. The survey used the multidimensional ethics scale (MES) developed by Reidenbach and Robin that is used commonly in business ethics research. The study found that the MES is a reliable tool to measure changes in ethical perceptions of plagiarism. Further, results indicate that students had higher posttest perceptions of plagiarism ethics than they did prior to library instruction. These results suggest that library instruction was effective and had a meaningful impact on students' perceptions toward plagiarism ethics. |
| title | Plagiarism Awareness among Students: Assessing Integration of Ethics Theory into Library Instruction |
| topic | Plagiarism Library Instruction Pretests Posttests Student Attitudes Student Surveys Ethics Program Effectiveness Hypothesis Testing Quasiexperimental Design Undergraduate Students Grade Point Average Statistical Analysis Moral Values |
| url | https://eric.ed.gov/?id=EJ1066495 |