Can negative emotions increase students’ plagiarism and cheating?

IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH International Journal for Educational Integrity Pub Date : 2021-12-06 DOI:10.1007/s40979-021-00093-7
Tindall, Isabeau K., Fu, Kit Wing, Tremayne, Kell, Curtis, Guy J.
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引用次数: 10

Abstract

The challenges of higher education can be stressful, anxiety-producing, and sometimes depressing for students. Such negative emotions may influence students’ attitudes toward assessment, such as whether it is perceived as acceptable to engage in plagiarism. However, it is not known whether any impact of negative emotions on attitudes toward plagiarism translate into actual plagiarism behaviours. In two studies conducted at two universities (Study 1 N = 718; Study 2 N = 490), we examined whether negative emotionality influenced plagiarism behaviour via attitudes, norms, and intentions as predicted by the theory of planned behaviour. In both studies, negative affect predicted plagiarism intentions mediated by perceived norms, and intentions predicted plagiarism behaviour. These findings suggest that students’ negative emotionality is a risk for plagiarism engagement and that higher education institutions should support students’ emotional well-being, especially regarding assessment practices.

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消极情绪会增加学生的抄袭和作弊吗?
高等教育的挑战可能会给学生带来压力、焦虑,有时还会让他们感到沮丧。这种负面情绪可能会影响学生对评估的态度,比如是否可以接受抄袭。然而,负面情绪对抄袭态度的影响是否会转化为实际的抄袭行为,目前尚不清楚。在两所大学进行的两项研究中(研究1 N = 718;研究2 (N = 490),我们检验了消极情绪是否通过计划行为理论预测的态度、规范和意图影响抄袭行为。在这两项研究中,负性影响预测由感知规范介导的抄袭意图,意图预测抄袭行为。这些发现表明,学生的消极情绪是抄袭的风险,高等教育机构应该支持学生的情绪健康,特别是在评估实践方面。
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来源期刊
International Journal for Educational Integrity
International Journal for Educational Integrity EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
26.10%
发文量
25
审稿时长
22 weeks
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