Hungarian University Students' Perceptions of Plagiarism
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| Title: | Hungarian University Students' Perceptions of Plagiarism |
|---|---|
| Language: | English |
| Authors: | Balázs Fajt, Emese Schiller |
| Source: | International Journal for Educational Integrity. 2025 21. |
| Availability: | BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Plagiarism, Ethics, College Students, Gender Differences, Notetaking, Scholarships, Student Characteristics, Student Employment, Grades (Scholastic), Academic Achievement, Punishment, Intervention, Guidelines, Foreign Countries |
| Geographic Terms: | Hungary |
| DOI: | 10.1007/s40979-024-00169-0 |
| Abstract: | Academic dishonesty and plagiarism have been a serious problem worldwide in academia. This study examines Hungarian university students' attitudes towards and perceptions about plagiarism in higher education, utilizing the quantitative research paradigm (n = 607). The paper investigates the potential significant differences in terms of gender, scholarship status, employment, note-taking habits, academic aspirations, and the importance of meeting teachers' expectations. The findings indicate that males, non-working students, and those focused on good grades are more likely to justify plagiarism and perceive its severity differently. Correlations among these scales and background variables were also analysed. The answers to open-ended questions yielded themes such as the complexity of plagiarism rules, fear of severe penalties, and the need for better education and awareness. The pedagogical implications of the study are the importance of nuanced approaches to address academic dishonesty, suggesting tailored educational interventions and clearer guidelines to mitigate plagiarism. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1461021 |
| Database: | ERIC |
| Abstract: | Academic dishonesty and plagiarism have been a serious problem worldwide in academia. This study examines Hungarian university students' attitudes towards and perceptions about plagiarism in higher education, utilizing the quantitative research paradigm (n = 607). The paper investigates the potential significant differences in terms of gender, scholarship status, employment, note-taking habits, academic aspirations, and the importance of meeting teachers' expectations. The findings indicate that males, non-working students, and those focused on good grades are more likely to justify plagiarism and perceive its severity differently. Correlations among these scales and background variables were also analysed. The answers to open-ended questions yielded themes such as the complexity of plagiarism rules, fear of severe penalties, and the need for better education and awareness. The pedagogical implications of the study are the importance of nuanced approaches to address academic dishonesty, suggesting tailored educational interventions and clearer guidelines to mitigate plagiarism. |
|---|---|
| DOI: | 10.1007/s40979-024-00169-0 |
