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Hungarian University Students' Perceptions of Plagiarism

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Bibliographic Details
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
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  Data: Hungarian University Students' Perceptions of Plagiarism
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Educational+Integrity%22"><i>International Journal for Educational Integrity</i></searchLink>. 2025 21.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Plagiarism%22">Plagiarism</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Notetaking%22">Notetaking</searchLink><br /><searchLink fieldCode="DE" term="%22Scholarships%22">Scholarships</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Employment%22">Student Employment</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Punishment%22">Punishment</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Hungary%22">Hungary</searchLink>
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  Data: 10.1007/s40979-024-00169-0
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  Data: 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.
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        PageCount: 19
    Subjects:
      – SubjectFull: Student Attitudes
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      – SubjectFull: Plagiarism
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      – SubjectFull: Ethics
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      – SubjectFull: College Students
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      – SubjectFull: Gender Differences
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      – SubjectFull: Intervention
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