scholarly journals A epidemia do plágio: explorando o papel da motivação e auto-regulação nas atitudes em relação ao plágio / The Epidemic of Plagiarism: Exploring the Role of Motivation and Self-Regulation in Attitudes to Plagiarism

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Paulo C. Dias ◽  
Ana Sofia Bastos
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Internet Use ◽  
Self Regulation ◽  
Descriptive Statistics ◽  
European Countries ◽  
European Project ◽  
Demographic Questionnaire ◽  
Motivation For Learning

ABSTRACTThe data on the prevalence of plagiarism in secondary education and higher education in anglosaxonic countries have been so high, considered by some authors as epidemics, that sparked an intense discussion and research. However, in most European countries, the debate seems limited to schools and teachers contexts. From a European project involving six countries, this paper aims to understand students’ perceptions of plagiarism, exploring the role of motivation and selfregulation in adolescents’ attitudes. For this, an investigation was performed with a socio-demographic questionnaire, a scale of attitudes toward plagiarism (adapted from Mavrinac, Brumini, Bilic-zulle & Petrovečki, 2010), an inventory to evaluate adolescent self- regulation (Dias, Garcia del Castillo & Moilanen, 2011) and motivation for learning (Midgley et al., 2001). Based on the data, descriptive statistics allow us to understand students’ proximity with plagiarism, and inferential data that relate adolescents’ attitudes to plagiarism with motivation, self-regulation and internet use. From these results implications for teachers’ practices are discussed and suggestions for prevention of plagiarism presented.RESUMOOs dados de prevalência do plágio no ensino secundário e no ensino superior nos países anglo-saxónicos têm sido tão elevados, considerados por alguns autores como epidémicos, que têm suscitado uma intensa discussão e investigação. Contudo, na maioria dos países europeus, o debate parece limitado aos contextos de escola e dos professores. A partir de um projecto europeu que envolveu seis países, pretende-se com este trabalho conhecer as percepções dos alunos sobre o plágio, explorando o papel da motivação e da auto-regulação nas atitudes dos adolescentes. Para isso, foi feita uma investigação com o recurso a um questionário sócio-demográfico, uma escala de atitudes em relação ao plágio (adaptada de Mavrinac, Brumini, Bilic-Zulle & Petrovečki, 2010), um inventário para avaliar a auto-regulação na adolescência (Dias, Garcia del Castillo & Moilanen, 2011) e motivação para a aprendizagem (Midgley et al., 2001). Baseados nos dados, são apresentadas estatísticas descritivas que permitem perceber a proximidade dos alunos com o plágio, e dados inferenciais que rel acionam as atitudes dos adolescentes em relação ao plágio com a motivação, a auto-regulação e o uso da internet. A partir dos resultados são discutidas implicações deste estudo para as práticas dos professores e sugestões para a prevenção do plágio. Contacto principal: [email protected]

European higher education space: where do we go from here?

2004 ◽  
Vol 49 (8) ◽  
pp. 139-143 ◽  
Author(s):  
J. Iza ◽  
P. García Encina
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
European Countries ◽  
University Education ◽  
Continuous Education ◽  
Future Role ◽  
The Future ◽  
European Higher Education ◽  
European University

The Declaration of Bologna and subsequent documents have drastically changed the European university panorama and the future role of universities as providers of continuous education for a lifelong learning. There will be a convergence not only in academic titles, but also in the way we see university education. The previous EEE symposium gave some clues on the approaches taken by different European countries: organization of EE studies, integration of graduates into the market, and interaction with professional bodies. Bologna's outcomes were sold in Spain as a change into an American (USA) model, which, as any other model, has advantages and drawbacks. This paper deals with an open reflection on the future of university studies in Europe.

scholarly journals Attitude of University Students and Teachers towards Instructional Role of Artificial Intelligence

2020 ◽  
Vol 5 (2) ◽  
pp. 158-177
Author(s):  
Irshad Hussain
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
University Students ◽  
Descriptive Statistics ◽  
Likert Scales ◽  
Policy Makers ◽  
University Teachers ◽  
Instructional Role ◽  
Survey Approach

The present study evaluated the attitude of university students and teachers towards instructional role of artificial intelligence. It was a descriptive study and the researcher used survey approach for data collection. The data was collected from 323 university students and 196 university teachers by using two questionnaires developed (one for students and one for teachers) on five point rating (Likert) scales. Descriptive statistics i.e. percentage was used for data analysis. This study demonstrated positive attitude of university students and teachers towards AI and its instructional role. It appeared to be encouraging for the respondents as well as for the administrators and policy makers. The study suggested higher education institutions to formulate a feasible policy to get benefits of instructional role of AI in higher education.

scholarly journals THE ROLE OF ACHIEVEMENT GOALS IN MOTIVATIONAL REGULATION AND FLOW IN LEARNING

2021 ◽  
Author(s):  
Tajana Ljubin-Golub ◽  
Keyword(s):  
Achievement Goals ◽  
Self Regulation ◽  
Self Report ◽  
Regression Analyses ◽  
Motivation For Learning ◽  
Self Talk ◽  
Motivational Regulation ◽  
The Relationship ◽  
Mastery Approach

"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in academic flow over the mastery-approach goal; c) the mediating role of mastery self-talk motivational strategy in the relationship between mastery-approach goal and academic flow. It was expected that both mastery-approach goal and mastery self-talk motivational strategy will have positive and incremental role in academic flow, and that the relationship between mastery-approach goal and academic flow would be mediated through using motivational strategy of mastery self-talk. The participants were 113 university undergraduate students studying mathematics (M= 20 years, 61% females). Self-report questionnaires assessing achievement goals, strategies used for self-regulation of motivation, and study-related flow were applied. Data analysis included regression analyses and mediational analyses. Regression analyses revealed that personal goal achievements explained 43% of variance in mastery self-talk strategy, 32% of variance in performance-approach self-talk strategy, 18% of variance in performance-avoidance self-talk strategy, 11% of variance in environmental control strategy, 7% of variance in self-consequating strategy, and 10% of variance in proximal goal strategy. Personal achievement goals explained 45% of variance in academic flow. Mastery-approach goal was predictive for explaining individual variance in most of positive motivational strategies and academic flow. In line with hypothesis, it was found that mastery self-talk mediated the relationship between mastery-approach goal and flow. The results underscore the importance of adopting mastery-approach goal and using mastery self-talk strategy in order to experience study-related flow."

The role of higher education in supporting graduates’ early labour market careers

2014 ◽  
Vol 35 (4) ◽  
pp. 576-590 ◽  
Author(s):  
Samo Pavlin
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Design Methodology ◽  
European Countries ◽  
Research Network ◽  
Structured Interviews ◽  
Content Type ◽  
Future Developments ◽  
Early Labour

Purpose – The purpose of this paper is to explore perceptions by higher education (HE) senior professors and managers of their role in preparing graduates for entry to the labour market. By providing a theoretical and empirical overview of the functional role of HE institutions in preparing graduates for work, the paper designs an own research framework for future developments in this area. Design/methodology/approach – The conclusions in the paper are based on a literature review and approximately 240 semi-structured interviews with HE professors and managers from six European countries and from six different study fields. The results are broadly compared with an international survey of graduates from 20, mainly European, countries. Findings – The senior HE professors and managers see their own role in supporting graduates’ careers in a surprisingly intuitive way. There are some important differences and similarities among the study fields, although they are generally not motivated to apply an evidence-based approach to study and programme developments. Originality/value – This paper is based on the results of a three-year survey of the European research network, and two international conferences comprising more than 100 contributions from over 30, mainly European, countries.

scholarly journals Self-regulation strategies in blended learning environments in higher education: A systematic review

2021 ◽  
pp. 175-192
Author(s):  
Jan Hein Eggers ◽  
Ron Oostdam ◽  
Joke Voogt
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Self Regulation ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Study Success ◽  
Cognitive Motivation ◽  
Regulation Strategies

Although self-regulation is an important feature related to students’ study success as reflected in higher grades and less academic course delay, little is known about the role of self- regulation in blended learning environments in higher education. For this review, we analysed 21 studies in which self-regulation strategies were taught in the context of blended learning. Based on an analysis of literature, we identified four types of strategies: cognitive, metacognitive, motivational and management. Results show that most studies focused on metacognitive strategies, followed by cognitive strategies, whereas little to no attention is paid to motivation and management strategies. To facilitate self-regulation strategies non-human student tool interactional methods were most commonly used, followed by a mix of human student-teacher and non-human student content and student environment methods. Results further show that the extent to which students actively apply self-regulation strategies also depends heavily on teacher's actions within the blended learning environment. Measurement of self-regulation strategies is mainly done with questionnaires such as the Motivation and Self-regulation of Learning Questionnaire. Implications for practice and policy: More attention to self-regulation in online and blended learning is essential. Lecturers and course designers of blended learning environments should be aware that four types of self-regulation strategies are important: cognitive, metacognitive, motivational and management. Within blended learning environments, more attention should be paid to cognitive, motivation and management strategies to promote self-regulation.

scholarly journals Development of competence “forecasting” as conditions of readiness for professional self-determination

2021 ◽  
Vol 26 (4) ◽  
pp. 139-146
Author(s):  
Mariya S. Chekalina
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Self Regulation ◽  
Well Being ◽  
Self Determination ◽  
Professional Activity ◽  
Regulation Of Activity ◽  
Professional Self ◽  
Individual Regulation

The article presents the results of the study of the conditionality of the components of forecasting the regulatory-will qualities of the personality among men who are ready and not ready for professional self-determination. In the article, the author reveals the specifics of the competence of forecasting in higher education. In the article, the author identifies two areas in the framework of which the competence of forecasting is considered – as a personal quality and as a "through" skill required in any professional activity. As a result of empirical research, differences were revealed in the conditionality of readiness for professional self-determination, depending on the development of forecasting components. Thus, for students unready for professional self-determination, such components of self-regulation as "planning", "programming", "evaluating results", "flexibility", "independence", are caused by changes in mood, well-being, activity. For students ready for professional self-determination, these same components of self-regulation are determined by the strength of the intentions of young men, the development of volitional qualities, the ability of individual regulation of activity and all regulatory links. Making a conclusion, the author focuses on the role of a teacher at a higher educational organisation in the development of forecasting competence.

Sign in / Sign up

Export Citation Format

Share Document