Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity

2.50
Hdl Handle:
http://hdl.handle.net/10545/192710
Title:
Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity
Authors:
Elander, James; Pittam, Gail; Lusher, Joanne; Fox, Pauline; Payne, Nicola
Abstract:
Students with poorly developed authorial identity may be at risk of unintentional plagiarism. An instructional intervention designed specifically to improve authorial identity was delivered to 364 psychology students at three post-1992 universities in London, UK, and evaluated with before-and-after measures of beliefs and attitudes about academic authorship, using the Student Authorship Questionnaire. Changes in questionnaire scores showed that the intervention led to significantly increased confidence in writing, understanding of authorship, knowledge to avoid plagiarism, and top-down approaches to writing, and significantly decreased bottom-up and pragmatic approaches to writing. For understanding of authorship, knowledge to avoid plagiarism and pragmatic approaches to writing, significant intervention by year of study interaction effects showed that the greatest improvements were among year one undergraduates. Direct evaluative feedback showed that 86% of students believed the intervention helped them avoid plagiarism and 66% believed it helped them write better assignments. Post-intervention focus groups revealed changed student understandings about authorial identity and academic writing. The results show that interventions can help students avoid unintentional plagiarism by adopting more authorial roles in their academic writing. Further research could explore other influences on authorial identity, and examine the impact of authorial identity interventions on other outcome indicators.
Affiliation:
University of Derby
Citation:
Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity 2010, 35 (2):157 Assessment & Evaluation in Higher Education
Journal:
Assessment & Evaluation in Higher Education
Issue Date:
2010
URI:
http://hdl.handle.net/10545/192710
DOI:
10.1080/02602930802687745
Additional Links:
http://tandfprod.literatumonline.com/doi/abs/10.1080/02602930802687745
Type:
Article
Description:
Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity
ISSN:
0260-2938; 1469-297X
Sponsors:
UK Higher Education Academy
Appears in Collections:
Centre for Psychological Research

Full metadata record

DC FieldValue Language
dc.contributor.authorElander, Jamesen
dc.contributor.authorPittam, Gailen
dc.contributor.authorLusher, Joanneen
dc.contributor.authorFox, Paulineen
dc.contributor.authorPayne, Nicolaen
dc.date.accessioned2011-12-01T09:16:04Z-
dc.date.available2011-12-01T09:16:04Z-
dc.date.issued2010-
dc.identifier.citationEvaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity 2010, 35 (2):157 Assessment & Evaluation in Higher Educationen
dc.identifier.issn0260-2938-
dc.identifier.issn1469-297X-
dc.identifier.doi10.1080/02602930802687745-
dc.identifier.urihttp://hdl.handle.net/10545/192710-
dc.descriptionEvaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identityen
dc.description.abstractStudents with poorly developed authorial identity may be at risk of unintentional plagiarism. An instructional intervention designed specifically to improve authorial identity was delivered to 364 psychology students at three post-1992 universities in London, UK, and evaluated with before-and-after measures of beliefs and attitudes about academic authorship, using the Student Authorship Questionnaire. Changes in questionnaire scores showed that the intervention led to significantly increased confidence in writing, understanding of authorship, knowledge to avoid plagiarism, and top-down approaches to writing, and significantly decreased bottom-up and pragmatic approaches to writing. For understanding of authorship, knowledge to avoid plagiarism and pragmatic approaches to writing, significant intervention by year of study interaction effects showed that the greatest improvements were among year one undergraduates. Direct evaluative feedback showed that 86% of students believed the intervention helped them avoid plagiarism and 66% believed it helped them write better assignments. Post-intervention focus groups revealed changed student understandings about authorial identity and academic writing. The results show that interventions can help students avoid unintentional plagiarism by adopting more authorial roles in their academic writing. Further research could explore other influences on authorial identity, and examine the impact of authorial identity interventions on other outcome indicators.en
dc.description.sponsorshipUK Higher Education Academyen
dc.relation.urlhttp://tandfprod.literatumonline.com/doi/abs/10.1080/02602930802687745en
dc.subjectPlagiarismen
dc.subjectAuthorial identityen
dc.titleEvaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity-
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalAssessment & Evaluation in Higher Educationen
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