scholarly journals Resetting Integrity Through Communication on Plagiarism: University Classrooms Weaving Values into the Social Fabric

2021 ◽  
Vol 20 (12) ◽  
pp. 212-231
Author(s):  
Arniza Ghazali ◽  
Azniwati Abdul Aziz
Keyword(s):  
Academic Dishonesty ◽  
Academic Integrity ◽  
Role Model ◽  
First Year ◽  
Source Attribution ◽  
First Year Students ◽  
Social Fabric ◽  
The Social ◽  
Quasi Experimental ◽  
University Classrooms

Academic dishonesty manifested in the proliferating acts of plagiarism can be eradicated by returning to value teaching. In a study involving 37 first-year students in one academic year, a single-group quasi-experimental procedure with mixed qualitative and quantitative analyses of students’ assignments was performed. The procedure involved diagnosing plagiarism by strategic manual detection and classification of occurrences and recording the frequency of occurrence. The objective was to examine the effects of communicating about plagiarism by the designed plagiarism integrity narratives (PIN) intervention on students’ integrity based on their source-attribution practices. In the first semester, an assignment was administered without any word on plagiarism as the baseline data for students’ academic integrity at pre-test. In the second semester, the post-PIN-intervention assignment set with similar cognitive demand as the first was administered. The post-PIN intervention showed 76% of students taking steps to not succumb to plagiarism, far outweighing the 5% not taking heed. Of those who acknowledged information sources, 14% showed excellent referencing skills, capturing the potential first-year role model. In terms of outsourcing and attribution combined, the PIN intervention offered a 95% transformation of moral values, hinting at the possibility of resetting academic integrity via communication and clear directives. Lifting plagiarism rules as a “litmus test” (third assignment) revealed 28% integrity-ready students applying the fundamental attribution rules. Outstanding referencing skills and honesty were portrayed by a self-regulated student who had internalized academic integrity. The findings signal the possibility of curbing plagiarism in university classrooms and nurturing students to start weaving values into the social fabric.

scholarly journals 13. Linking Academic Integrity and Classroom Civility: Student Attitudes and Institutional Response

2011 ◽  
Vol 4 ◽  
pp. 81
Author(s):  
Troy Brooks ◽  
Zopito Marini ◽  
Jon Radue
Keyword(s):  
High School ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Student Attitudes ◽  
First Year ◽  
First Year Students ◽  
Student Behaviour ◽  
Human Interactions ◽  
Perceptions And Attitudes ◽  
Transition From High School

This paper explores the notion that student behaviour regarding academic integrity and classroom civility are linked, and that intervention methods used to resolve classroom incivility may be used as a response to academic dishonesty. We advance the view that academic integrity and classroom civility refer to a student’s willingness to respect the rules and regulations of the institution; and that, acts of academic dishonesty and incivility refer to student behaviour in breach of institutional policy and/or not consistent with the social norms of the institutional culture (e.g., inappropriate human interactions). The perceptions and attitudes of first-year students toward academic integrity as they transition from high school to university are examined. Two hundred and thirty-nine first-year students volunteered to participate in this study. The preliminary findings of the open ended response regarding their observations and experiences with cheating and plagiarism in high school and in university are reported with a view to offer suggestions regarding institutional intervention strategies.

scholarly journals Academic and Psychosocial Adaptation and its Association with Identity Levels and Some Background Variables of An-Najah National University Students: التكيف النفسي الاجتماعي والأكاديمي وارتباطه برتب الهوية وبعض المتغيرات الخلفية لدى طلبة جامعة النجاح الوطنية في نابلس

2021 ◽  
Vol 5 (7) ◽  
Author(s):  
Ala' Ibraheem Yousef
Keyword(s):  
Psychological Adaptation ◽  
Psychosocial Adaptation ◽  
Social Adaptation ◽  
First Year ◽  
Place Of Residence ◽  
First Year Students ◽  
Economic Level ◽  
The Social ◽  
National University ◽  
Academic Adaptation

This study aims at recognizing the level of social and psychological adaptation and its connection with the students of An-Najah National University in Nablus governorate in light of the background variables. Also, it seeks to clarify the correlational relations between social, psychological and academic adaptation and identity ranks. In order to achieve the aims of the study, a sample of (280) students from An-Najah National University is chosen. The consistency and validity of the tools of the study are verified. Results have shown their validity as it follows the correlational and descriptive methods. The following are the results of the study: 1- There are positive statistical relations between psychological and social adaptation and identity ranks of stopping, closure and dispersion. However, there isn’t any statistical relation between identity achievement and social and psychological adaptation. 2- There are statistical differences in the ranks of identity of the variable of scholastic year or place of residence or economic level. Besides, there are statistical differences in the averages of identity stopping and closure due to the variable of scholastic year. 3- There are differences in the average of stopping identity in the first year and the second, third and fourth year students in favor of the first year students. The source of the differences in the average of identity closure is between the first year students and the second and third year students in favor of the first year students. 4- There are statistical differences in the averages of achieving closure identity due to place of residence that the differences in the averages of achieving identity among camp citizens in the cities and villages in favor of camps citizens due to closing their identity between the citizens of the cities and villages in favor of the dwellers of the village. 5- There are statistical differences in the averages in the ranks of identity due to the economic level. Also, there are statistical differences among the averages of the social and psychological adaptation due to the variable of the scholastic year that they are between the first year students and the second and third year students in favor of the first year students. 6- All the hypotheses of the study are refuted except for two, namely: there are statistical differences in the rank of identity due to the variables of scholastic year and place of residence. The second is that there are statistical differences in the social and psychological adaptation due to the variable of scholastic year. In light of these results, the researcher recommends offering guidance programs highlighting ranks of the identity of students for its positive and effective impact in achieving their goals and changing their course of life by achieving their psychological, social and academic adaptation.

scholarly journals THE EFFECTS OF INDEXING PROMPTS ON PROBLEM-SOLVING IN CASE LIBRARY LEARNING

2020 ◽  
Vol 78 (3) ◽  
pp. 394-409
Author(s):  
Jongchan Park ◽  
Jinju Lee ◽  
Dongsik Kim
Keyword(s):  
Problem Solving ◽  
Control Group ◽  
First Year ◽  
Case Based Reasoning ◽  
First Year Students ◽  
Case Library ◽  
Quasi Experimental ◽  
Scaffolding Strategies ◽  
Development Course ◽  
Effective Case

Researchers have suggested that case library learning is an effective instructional method that promotes argumentation skills for ill-structured problem-solving. However, little research has examined scaffolding strategies to implement effective case library learning. The aim of this research was to examine the effects of indexing prompts as scaffolds on argumentation skills during problem-solving in case library learning. A quasi-experimental design was employed for the research. A total of 111 first-year students in a university across three sections in a career development course participated in the experiment. Participants were provided with three different indexing prompts: explanation-based indexing prompts (focused on self-explaining anomalies of individual cases), difference-based indexing prompts (focused on self-explaining similarities and differences between cases), and no prompts (allowing spontaneous self-explanations when studying cases). Learners’ argumentation essays comprising initial arguments, counterarguments, and rebuttals were collected. The results found that learners who were prompted to generate mental indices outperformed the learners in the control group when constructing argumentation. More specifically, explanation-based indices were beneficial in making counterarguments and rebuttals, and difference-based indices were helpful when making rebuttals. These findings suggest that indexing cases based on both exploration of the anomalies of each case and comparisons between cases improves argumentation by facilitating case retention, retrieval, and reuse. Keywords: argumentation skills, case library learning, case-based reasoning, indexing prompts.

scholarly journals The Use of Circle Games to improve the Mastery of English Vocabulary of the Indonesian Maritime Academy Students

2019 ◽  
Vol 5 (3) ◽  
pp. 239
Author(s):  
Nur Aeni ◽  
Fitriani Fitriani ◽  
Nur Fitri
Keyword(s):  
Experimental Technique ◽  
Random Sampling ◽  
First Year ◽  
Important Distinction ◽  
First Year Students ◽  
Class A ◽  
Quasi Experimental ◽  
Study Population ◽  
Academic Year ◽  
Cluster Random Sampling

The research's aim was to find out if the use of circle games substantially enhances the vocabulary competence of the learners and to find out whether or not the learners are interested in using circle games. The study used a quasi-experimental technique. The study population was AMI AIPI Makassar's first year students in the academic year 2018/2019. The sample consisted of 50 students in Technical Class A and B. The research used cluster random sampling. In AMI AIPI Makassar, the investigator took two classes of the first year Technical Class students. The classes were split into the experimental class and class control. The results showed an important distinction between the score of the learners taught using circle games and without Circle Games. It was demonstrated by the experimental class ' mean score, which in the posttest was greater than the control class. The test outcome showed that the use of Circle Games substantially increased the mastery of the students. Analysis using the Likert Scale showed that learners wanted to learn English through Circle Games.

scholarly journals Effects of Performance Goals and Social Norms on Academic Dishonesty in a Test

2019 ◽  
Author(s):  
Martin Daumiller ◽  
Stefan Janke
Keyword(s):  
Social Norms ◽  
Academic Dishonesty ◽  
Achievement Goals ◽  
Future Research ◽  
Performance Goals ◽  
First Year ◽  
Manipulation Check ◽  
Self Presentation ◽  
Cheating Behavior ◽  
The Social

BackgroundPrevious research has shown that achievement goals affect the frequency of academic dishonesty. However, mixed findings suggest that especially the effect of performance goals might depend on contextual factors. AimsWe wanted to investigate whether crucial aspects of the achievement situation influence the magnitude of the effect of performance goals (here: focused on appearance) on dishonesty. Specifically, we propose that social norms regarding the acceptance of dishonesty moderate the positive effect of performance goals on academic dishonesty. SampleWe sampled 105 German university students. They were in their first year at university and on average 20.6 (SD = 3.6) years old (72.4% female).MethodWe conducted a 2 (induced appearance goals versus no goal induction) x 2 (cheating confederate versus no observable cheating behavior by this person) experiment. A manipulation check confirmed that the manipulation of appearance goals was successful. Cheating behavior was observed by a confederate student and subsequently classified by two raters. Additionally, participants’ dishonesty in self-presentation questions was measured using deviations from baseline measures.Results The induction of appearance goals only led to increased cheating when the social norm suggested that cheating behavior was an acceptable way to increase performance (i.e., cheating confederate condition). For deceiving, we found a positive main effect of appearance goals and a negative interaction effect.ConclusionsTaken together, our results highlight that the mixed findings on the effect of performance goals on academic dishonesty might be due to uninvestigated moderators such as social norms. Future research should build on these findings to identify additional moderators.

scholarly journals SELF-EFFICACY AS A FACTOR OF PROFESSIONALIZATION OF STUDENTS

2018 ◽  
Author(s):  
Olena Muzуka
Keyword(s):  
Self Efficacy ◽  
Professional Activity ◽  
First Year ◽  
First Year Students ◽  
Professional Activities ◽  
Regulatory Processes ◽  
Freshmen Students ◽  
The Social ◽  
Professional Self ◽  
High Level

The article deals with the peculiarities of self-efficacy of freshmen students. The structure and possibilities of development of separate components of self-efficacy in educational-professional activity are analyzed. The results of empirical research are described and and assumptions made about inter- and intra-subjective conditions for the inclusion of self-efficacy in value-motivational regulatory processes that promote the professionalization of students. According to the results of the study, first-year students are generally determined by a rather high level of self-efficacy, which is an indicator of psychological readiness for profession. The formation of professional self-efficacy is largely influenced by the conditions of the social environment and educational and professional activities. Self-efficacy is based on value experience and internal standards of activity, defines the direction and motivation of a person. In this regard, self-efficacy is one of the most important factors for the successful professionalization of students.

scholarly journals Evaluation of a blended learning model for pre-service teachers

2020 ◽  
pp. 147-164
Keyword(s):  
Blended Learning ◽  
Social Relations ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Learning Model ◽  
First Year ◽  
Student Expectations ◽  
First Year Students ◽  
Five Factors ◽  
The Social

This study aims to determine the predictive factors for effective teaching in blended learning contexts. A Blended Learning Evaluation Scale was devised. The participants were 145 first-year students studying for education degrees using a blended learning model. An exploratory factorial analysis revealed five factors for establishing a good model of blended teaching and learning: student expectations on their learning subjects, the use of web 2.0 tools, feedback from teachers, collaborative work among fellow classmates, and the social relations among students themselves and with their professors.

Sign in / Sign up

Export Citation Format

Share Document