Examining the Effect of Gender and Educational Level on Iranian EFL Graduate Students' Perceived Reasons for Committing Plagiarism

Autor/in	Alimorad, Zahra
Titel	Examining the Effect of Gender and Educational Level on Iranian EFL Graduate Students' Perceived Reasons for Committing Plagiarism
Quelle	In: GIST Education and Learning Research Journal, (2020) 20, S.109-133 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alimorad, Zahra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1692-5777
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Gender Differences; Graduate Students; Plagiarism; Student Attitudes; Likert Scales; Masters Programs; Doctoral Students; Correlation; Individual Characteristics; Decision Making; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Geschlechterkonflikt; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Plagiat; Schülerverhalten; Likert-Skala; Magister course; Magisterstudiengang; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Doktorand; Doktorandin; Korrelation; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Decision-making; Entscheidungsfindung; Ausland
Abstract	The present study aimed at examining the role of gender and educational level of Iranian EFL graduate students in determining the main reasons for committing plagiarism from their point of view. To this end, a convenient sample of 159 M.A. and Ph.D. students partook in the study. To gather the necessary data, a 32-item Likert-Type questionnaire was administered and the results were subjected to a two-way MANOVA. Results of the study indicated that neither the students' gender nor their educational level had any significant effect on the perceived reasons for engaging in plagiarism. Moreover, the interaction effect of these two variables did not show any significant effect either. Descriptive statistics, however, showed that students' personal and attitudinal characteristics took on paramount importance compared to other factors. This can signal the intentionality of plagiarism among Iranian EFL graduate students, thereby suggesting the need for making more informed decisions on how to deal with this problem. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01