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dc.contributor.authorCheung, Kevin Yet Fong
dc.contributor.authorStupple, Edward J. N.
dc.contributor.authorElander, James
dc.date.accessioned2015-05-20T13:51:49Zen
dc.date.available2015-05-20T13:51:49Zen
dc.date.issued2015-04-22en
dc.identifier.citationCheung, K. Y. F. et al (2015) 'Development and validation of the Student Attitudes and Beliefs about Authorship Scale: a psychometrically robust measure of authorial identity', Studies in Higher Education, 42 (1), pp. 97-114.en
dc.identifier.issn0307-5079en
dc.identifier.issn1470-174Xen
dc.identifier.doi10.1080/03075079.2015.1034673en
dc.identifier.urihttp://hdl.handle.net/10545/554295en
dc.description.abstractOne approach to plagiarism prevention focuses on improving students’ authorial identity, but work in this area depends on robust measures. This paper presents the development of a psychometrically robust measure of authorial identity - the Student Attitudes and Beliefs about Authorship Scale. In the item generation phase, a pool of items was developed and assessed for content validity by subject matter experts. In the exploratory phase, data from 439 higher education students were used to identify a latent variable model with three factors: ‘authorial confidence’, ‘valuing writing’ and ‘identification with author’. In the confirmatory phase, data from 306 higher education students were used to test the three-factor model's reliability and validity. The three-factor structure was confirmed, and the results showed the SABAS has a stronger psychometric basis than previously available measures. This measure of authorial identity can be used with confidence in research and pedagogy to help students improve their authorial identity.
dc.language.isoenen
dc.publisherTaylor and Francisen
dc.relation.urlhttp://www.tandfonline.com/doi/full/10.1080/03075079.2015.1034673en
dc.rightsArchived with thanks to Studies in Higher Educationen
dc.subjectAuthorial identityen
dc.subjectPlagiarismen
dc.subjectPsychometricsen
dc.subjectAcademic writingen
dc.titleDevelopment and validation of the student attitudes and beliefs about authorship scale: a psychometrically robust measure of authorial identityen
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalStudies in Higher Educationen
html.description.abstractOne approach to plagiarism prevention focuses on improving students’ authorial identity, but work in this area depends on robust measures. This paper presents the development of a psychometrically robust measure of authorial identity - the Student Attitudes and Beliefs about Authorship Scale. In the item generation phase, a pool of items was developed and assessed for content validity by subject matter experts. In the exploratory phase, data from 439 higher education students were used to identify a latent variable model with three factors: ‘authorial confidence’, ‘valuing writing’ and ‘identification with author’. In the confirmatory phase, data from 306 higher education students were used to test the three-factor model's reliability and validity. The three-factor structure was confirmed, and the results showed the SABAS has a stronger psychometric basis than previously available measures. This measure of authorial identity can be used with confidence in research and pedagogy to help students improve their authorial identity.


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