Plagiarism Among Iranian Graduate Students of Language Studies: Perspectives and Causes

In this study, we investigated the ability of Iranian students of applied linguistics to discern plagiarism in writing, their perceptions of its ethical aspects, their characterizations of plagiarists, and their perspectives on why they may commit plagiarism. In so doing, a slightly revised version of Deckert’s 1993 questionnaire, collecting both quantitative and qualitative data, was electronically distributed among 156 graduate students of applied linguistics. The results of the quantitative data analysis revealed some understanding of the concept but an inconsistent performance in recognizing plagiarism. Regarding issues of ethics and fairness, they were concerned with their own needs along with the original writer’s rights more than with rights of their classmates, colleagues, or teachers. They regarded unfamiliarity with the concept and nature of plagiarism as the main reason for committing it. The analysis of the qualitative data yielded the following reasons for students’ plagiarism: students’ unfamiliarity with plagiarism, students’ low academic writing skills, teachers’ carelessness and leniency, students’ lack of time, students’ laziness and deceitfulness, educational system and its policies, students’ low language proficiency, students’ unfamiliarity with the subject of writing, and teachers’ high expectations. In conclusion, some suggestions are offered as to how to decrease the rate of plagiarism.     

Faculty Perceptions of Student Self Plagiarism: An Exploratory Multi-university Study

The purpose of this research study was to evaluate faculty perceptions regarding student self-plagiarism or recycling of student papers. Although there is a plethora of information on plagiarism and faculty who self-plagiarize in publications, there is very little research on how faculty members perceive students re-using all or part of a previously completed assignment in a second assignment. With the wide use of plagiarism detection software, this issue becomes even more crucial. A population of 340 faculty members from two private universities at three different sites was surveyed in Fall 2012 semester regarding their perceptions of student self-plagiarism. A total of 89 faculty responded for a return rate of 26.2 %. Overall, institutional policies on self-plagiarism did not exist and faculty did not clearly understand the concept and believed their students did not either. Although faculty agreed students need to be educated on self-plagiarism, faculty assumed students had previously been educated on plagiarism as well as self-plagiarism; only 13 % ensured students understood this concept.     

Mentoring: Processes and Perceptions of Sport and Exercise Psychology Graduate Students

The purpose of this study was to determine the extent to which the Association for Applied Sport Psychology (AASP) conference programs address cultural diversity. A content analysis was conducted by analyzing 5214 AASP conference program abstracts from 1986 to 2007. Only 10.5% of all abstracts included discussion of a cultural diversity issue and 31.9% included a diverse sample. Of those abstracts that addressed cultural diversity issues, the majority addressed gender, with almost no attention to race and ethnicity, nationality, sexual orientation, social class, disability, or older adults. These results highlight the continuing neglect, but compelling need to address cultural diversity in sport and exercise psychology, and specifically within AASP programming.     

Academic Dishonesty at Universities: The Case of Plagiarism Among Iranian Language Students

This study investigated Iranian language students’ perception of and familiarity with plagiarism, their attitudes toward their professors regarding this issue, and their reasons for doing so. The participants were 122 undergraduate and graduate language students in Translation, Literature, TEFL, and Linguistics who filled out a validated and piloted questionnaire. Overall, the results indicated that students had different views about the definition of plagiarism and plagiarism was mostly perceived by students as using someone else’s words as if they were their own rather than taking someone’s ideas without permission. It was also found that in their academic career, students mostly consider copying a completed assignment of their friend as an act of academic dishonesty. In addition, they mostly argued that professors at universities guess about who might have done plagiarism instead of checking it themselves and they used different strategies to detect plagiarism. The study also indicated that Iranian students had different reasons for plagiarism but they mostly plagiarize because of easiness of plagiarism. Finally, the results of the survey showed that the majority learned about plagiarism from their university professors.     

Perceptions of and Attitudes toward Plagiarism and Factors Contributing to Plagiarism: a Review of Studies

The abundance of information technology and electronic resources for academic materials has contributed to the attention given to research on plagiarism from various perspectives. Among the issues that have attracted researchers’ attention are perceptions of plagiarism and attitudes toward plagiarism. This article presents a critical review of studies that have been conducted to examine staff’s and students’ perceptions of and attitudes toward plagiarism. It also presents a review of studies that have focused on factors contributing to plagiarism. Our review of studies reveals that most of the studies on perceptions of plagiarism and attitudes toward plagiarism lack an in-depth analysis of the relationship between the perceptions of plagiarism and other contextual, sociocultural and institutional variables, or the relationship between attitudes toward plagiarism and students’ perceptions of various forms of plagiarism. Although our review shows that various factors can contribute to plagiarism, there is no taxonomy that can account for all these factors. Some suggestions for future research are provided in this review article.     

Personality Traits and Plagiarism: an Empirical Study with Portuguese Undergraduate Students

Academic dishonesty is a major problem and is thus a highly relevant area of inquiry. Considerable research has shown that key traits from the Big Five model of personality are associated with various forms of anti-social behaviour. To date, however, relatively little research interest has been devoted to study the relationship between personality traits and plagiarism. This study attempts to fill this gap by examining the relationship between the Big Five personality traits and the inclination to commit plagiarism by undergraduate students. The main conclusion is that the inclination to plagiarize is negatively associated with Conscientiousness and Agreeableness traits. Neuroticism was not found to be related to the inclination to plagiarize. Implications of the findings are discussed.     

Profiling Marital Satisfaction among Graduate Students: an Analysis of the Perceptions of Masters and Doctoral-Students

This study investigated marital satisfaction among graduate students. Using the Marital Satisfaction Inventory-R (MSI-R), 65 graduate students were surveyed. The results revealed multiple common areas of marital concern based on degree program of the student. These findings offer implications for psycho-educational and responsive interventions for clinicians working with this population.     

研究生职业价值观的定量比较研究

用修订后的中文super职业价值观量表为工具对377名在读硕士研究生的职业价值观进行调查,研究结果表明：1．在研究生职业价值观中影响最大的因素为进取心、经济价值和工作关系。2．研究生对15种职业价值尺度最重视的前4位依次为生活方式、成就、独立性、同事关系,而对监督关系、变动性、安全性、管理最不重视。研究生的职业价值观在不同年级、性别、工作经历、婚姻状况、学科间重视顺序一致性程度很高,但在一些价值尺度上也表现出了团体差异和个别差异。     

Fear of Success in Black Male and Female Graduate Students: A Pilot Study

In accordance with Horner's (1969) assumption that the intensity of fear of success arousal increases with the subject's success potential, graduate students from a prestigious university were chosen for a pilot investigation of the motive to avoid success in black men and women. Thirty-five subjects (14 female; 21 male) received a verbal TAT and a 54-item sex role questionnaire designed for purposes of this investigation. Fear of success was scored according to the new, experimentally derived scoring system for this motive. Contrary to expectation, the results did not indicate any evidence of success avoidance in either sex. However, fear of success in females was clearly associated with striving to develop career interests compatible with their strong commitment to home and husband, while among similarly motivated males it was suggested that the pragmatic career orientation observed was the product of compensatory motivational dynamics. It was concluded that these subjects were motivated to avoid what are perceived to be role-inappropriate behaviors while conforming to socially accepted values internalized in earlier years.     

Perceptions of Major Roles by College Students

This study concerns women's and men's perceptions of five roles and role combinations: worker, spouse, parent, worker-spouse, and worker-parent. Undergraduates wrote stories to relevant projective cues. A variation of the Thematic Apperception Test was used. Protocols were coded for degree of (a) conflict, (b) positive outcome, and (c) positive affect, with inter-rater agreement at least 77% for each category. Sex and role differences were analyzed. Results indicate minimal sex differences. The tentative nature of the results is stressed.     

Academic Plagiarism at the Faculty Level: Legal Versus Ethical Issues and a Case Study

Plagiarism by college and university faculty members has become a growing issue and concern in academia. This paper presents a case study of an extreme and clear case of such plagiarism. Yet an analysis of the legal and ethical contexts of such plagiarism, and the specific chronicle of this case, illustrate the complexities and difficulties in dealing with such situations. Implications for researchers, for colleges and universities, and for academic publishers and journals are offered.     

A Single-Session Workshop to Enhance Emotional Awareness and Emotion Regulation for Graduate Students: A Pilot Study

Emerging adults are at substantial risk for developing or worsening psychopathology and university students appear to be particularly vulnerable. Interventions targeted at these young adults that can mitigate transdiagnostic causal risk factors or burgeoning mental health problems have the potential to make a large impact. We aimed to develop and pilot test an accessible, single-session, transdiagnostic group intervention with the goals of enhancing emotion regulation skills and reducing risk for mental health problems in graduate students. The intervention included psychoeducation, skills instruction (e.g., mindful emotion awareness, cognitive flexibility, countering emotion-driven behaviors), group discussion, and supervised practice based on content from the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders. The pilot program demonstrated strong feasibility and acceptability. Baseline, 1-month, and 3-month follow-up surveys also suggested benefits for reducing emotional avoidance and suppression, increasing use of cognitive reappraisal, and reducing symptoms of depression and neuroticism. Graduate students have seldom been the beneficiaries of university-based intervention and prevention research. Furthermore, most college and university mental health centers do not have the capacity to provide psychoeducation, preventative, or early intervention services to the many students who need or could benefit from them. Results suggest that future iterations of this intervention could address such barriers to meaningfully supporting emerging adults in graduate school.     

多元化建构医学生的临床决策能力——以麻醉专业学生为例

文章从多维视角对建构医学生的临床决策能力进行了研究和探讨,突出从科学决策(博学、信息层面、实践累积和思维模式)、伦理学和法律、心理学(个体和群体心理)以及经济学四个维度揭示了医学生临床决策能力建构的多元化,优化了构建医学生临床决策能力的培养模式,在麻醉专业学生取得了较好的效果,有助于综合素质的培养,能够更好地构建麻醉专业学生的临床决策能力,遵循临床决策的基本原则,保障医疗质量和安全、改善医患关系、提升医学生今后从事麻醉医疗服务能力。     

Plagiarism,Integrity, and Workplace Deviance: A Criterion Study

Plagiarism is increasingly evident in business and academia. Though links between demographic, personality, and situational factors have been found, previous research has not used actual plagiarism behavior as a criterion variable. Previous research on academic dishonesty has consistently used self-report measures to establish prevalence of dishonest behavior. In this study we use actual plagiarism behavior to establish its prevalence, as well as relationships between integrity-related personal selection and workplace deviance measures. This research covers new ground in two respects: (a) That the academic dishonesty literature is subject to revision using criterion variables to avoid self bias and social desirability issues and (b) we establish the relationship between actual academic dishonesty and potential workplace deviance/white-collar crime.     

Perceptions of Humility: A Preliminary Study

Do people perceive humility as a strength or a weakness? The current study examined this question in a sample of 127 undergraduates. Contrary to common dictionary definitions of humility, which often emphasize its association with self-abasement, participants reported consistently positive views of humility. When recalling situations in which they felt humble, they typically reported success experiences associated with positive emotion. Participants clearly associated humility with good psychological adjustment, although they were less decisive about whether humility was associated with confidence or leadership. Although participants viewed humility as a strength across all social roles sampled, humility was viewed most favorably as a quality of religious seekers, less favorably as a quality of close others or subordinates, and least favorably as a quality of leaders or entertainers. Positive views of humility were associated with high self-esteem and religiosity. Less favorable views of humility were associated with narcissism—particularly its exploiting/entitled dimension.     

Countering Deficits: A Grounded Theory of Success From Graduate Students of Color

The existing research on students of color in counselor education focuses on the barriers they experience, providing a deficit perspective. Using grounded theory and a critical race theory framework, we studied the racialized experiences of 19 graduate students of color in counselor education. Grounded in participants' voices, we propose a liberatory theory of academic success. Implications for promoting the success of students of color in counselor education and for future critical race theory research are discussed. Las investigaciones hasta la fecha sobre estudiantes de color en programas educativos de consejería se centran en las barreras que afrontan, lo cual ofrece un déficit de perspectiva. Usando un muestreo teórico y un marco de teoría crítica de la raza, estudiamos las experiencias racializadas de 19 estudiantes de posgrado de color en programas educativos de consejería. Basándonos en las voces de los participantes, proponemos una teoría liberatoria de éxito académico. Se discuten las implicaciones para fomentar el éxito de estudiantes de color en programas educativos de consejería y para investigaciones futuras de teoría crítica de la raza.