Actitudes hacia el plagio en estudiantes de Introducción a la Programación: Un caso de estudio
DOI:
https://doi.org/10.21556/edutec.2023.83.2687Keywords:
plagiarism, source code, theory of planned behavio, subjective norms and attitudes, higher educationAbstract
The research aims to measure students' attitudes toward plagiarism. The research design is quantitative with correlational approach. The sample consisted of 129 high school students in the first semester of introductory programming course. The evaluation and application of an instrument based on the Theory of Planned Behavior were considered, composed of three factors: positive attitudes, negative attitudes, and subjective norms. The instrument was tested for validity, and reliability, obtaining acceptable values (>.70). In the results, it is identified that around 50% of the students can incur plagiarism or carry out intentional plagiarism. Some 28% are not indifferent to the idea of giving money for obtaining a task or evidence of learning. The relationship between the factors of subjective norms (social pressure) and the positive attitude towards plagiarism is identified. Plagiarism is a behavior that has an educational, professional, economic, and social impact, therefore, education in values is necessary to guarantee quality, promoting honesty and the appropriate and responsible use of ICT.
Downloads
References
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T
Babbie, E. R. (2021). The practice of social research (Fifteenth edition). Cengage.
Camara, S. K., Eng-Ziskin, S., Wimberley, L., Dabbour, K. S., y Lee, C. M. (2017). Predicting Students' Intention to Plagiarize: An Ethical Theoretical Framework. Journal of Academic Ethics, 15(1), 43–58. https://doi.org/10.1007/s10805-016-9269-3
Castro-Rodríguez, Y. (2020). El plagio académico desde la perspectiva de la ética de la publicación científica. Revista Cubana de Información en Ciencias de la Salud, 31(4), 24.
Comas-Forgas, R., Morey-López, M., y Sureda-Negre, J. (2021). La publicidad en buscadores de las plataformas españolas de compraventa de trabajos académicos: Análisis del tráfico, costes y palabras clave. Revista Española de Documentación Científica, 44(3), e298. https://doi.org/10.3989/redc.2021.3.1767
Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 297–334.
Díaz Rosabal, E. M., Díaz Vidal, J. M., Gorgoso Vázquez, A. E., Sánchez Martínez, Y., Riverón Rodríguez, G., Santiesteban Reyes, D. de la C., y Tenrrero Silva, N. (2020). Ciberplagio académico en la praxis estudiantil. Revista de Investigación en Tecnologías de la Información, 8(16), 1–9. https://doi.org/10.36825/RITI.08.16.001
Farooq, R., y Sultana, A. (2021). Measuring students' attitudes toward plagiarism. Ethics & Behavior, 32(3), 210–224. https://doi.org/10.1080/10508422.2020.1860766
Carrera, F. X., Martínez, J. G., y Rodríguez, J. L. C. (2016). Ética e investigación en Tecnología Educativa: Necesidad, oportunidades y retos. RiiTE Revista Interuniversitaria de Investigación en Tecnología Educativa. https://doi.org/10.6018/riite2016/261081
Flores Morales, J. A. (2018). El valor de la honestidad en los trabajos académicos. Phainomenon, 17(1), Art. 1. https://doi.org/10.33539/phai.v17i1.1280
García Villarroel, J. J. (2021). Implicancia de la inteligencia artificial en las aulas virtuales para la educación superior. Orbis Tertius - UPAL, 5(10), Art. 10.
Hernández Sampieri, R., y Mendoza Torres, C. P. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta (Primera Edición). McGraw-Hill Education.
International Center for Academic Integrity [ICAI]. (2021). Fundamental Values of Academic Integrity (3rd ed.). https://academicintegrity.org/images/pdfs/20019_ICAI-Fundamental-Values_R12.pdf
Jereb, E., Perc, M., Lämmlein, B., Jerebic, J., Urh, M., Podbregar, I., y Šprajc, P. (2018). Factors influencing plagiarism in higher education: A comparison of German and Slovene students. PLOS ONE, 13(8), e0202252. https://doi.org/10.1371/journal.pone.0202252
Kaiser, H. F. (1970). A second generation little jiffy. Psychometrika, 35(4), 401–415. https://doi.org/10.1007/BF02291817
Kumar, R. (2018). Research methodology: A step-by-step guide for beginners (5th edition). SAGE Publications.
Leiva Cordero, O., y Tamez González, G. (2014). Métodos y técnicas cualitativas y cuantitativas aplicables a la investigación en ciencias sociales. Tirant Humanidades México.
Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., y Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: Una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151–1169. https://doi.org/10.6018/analesps.30.3.199361
Lorca Montoya, S., Carrera Farran, X., y Casanovas Català, M. (2016). Análisis de herramientas gratuitas para el diseño de cuestionarios in-line. Píxel-Bit, Revista de Medios y Educación, 49, 91–104. https://doi.org/10.12795/pixelbit.2016.i49.06
Mavrinac, M., Brumini, G., Bilić-Zulle, L., y Petrovečki, M. (2010). Construction and Validation of Attitudes Toward Plagiarism Questionnaire. Croatian Medical Journal, 51(3), 195–201. https://doi.org/10.3325/cmj.2010.51.195
Morán Seminario, H. M. (2017). El plagio en la vida académica universitaria. 1–10. https://www.urp.edu.pe/pdf/id/4279/n/moran-hector-el-plagio-en-la-vida-academica-univeristaria-2016-ii.pdf
Negre Bennasar, F., Marín Juarros, V., y Pérez Garcías, A. (2018). La competencia informacional como requisito para la formación de docentes del siglo XXI: Análisis de estrategias didácticas para su adquisición. Profesorado, Revista de Currículum y Formación del Profesorado, 22(1), 277–300. https://doi.org/10.30827/profesorado.v22i1.9929
Niño Rojas, V. M. (2011). Metodología de la investigación diseño y ejecución. Ediciones de la U.
Olcott, D., Carrera Farran, X., Gallardo Echenique, E. E., y González Martínez, J. (2015). Ethics and Education in the Digital Age: Global Perspectives and Strategies for Local Transformation in Catalonia. RUSC. Universities and Knowledge Society Journal, 12(2), 59. http://dx.doi.org/10.7238/rusc.v12i2.2455
Perkins, M., Gezgin, U. B., y Roe, J. (2020). Reducing plagiarism through academic misconduct education. International Journal for Educational Integrity, 16(1), 3. https://doi.org/10.1007/s40979-020-00052-8
Rajah Kanagasabai, C. J., y Roberts, L. D. (2015). Predicting self-reported research misconduct and questionable research practices in university students using an augmented Theory of Planned Behavior. Frontiers in Psychology, 6(535), 1–11. https://doi.org/10.3389/fpsyg.2015.00535
Rodríguez Rodríguez, J., y Reguant Álvarez, M. (2020). Calcular la fiabilidad de un cuestionario o escala mediante el SPSS: El coeficiente alfa de Cronbach. REIRE Revista d'Innovació i Recerca en Educació, 13(2), 1–13. https://doi.org/10.1344/reire2020.13.230048
Sanchis, A. (2022, octubre 20). Cada vez más estudiantes usan inteligencia artificial para hacer sus trabajos de clase. Y nadie se da cuenta. Magnet. https://magnet.xataka.com/un-mundo-fascinante/cada-vez-estudiantes-usan-inteligencia-artificial-para-hacer-sus-trabajos-clase-nadie-se-da-cuenta
Schneider, J., Bernstein, A., Brocke, J. vom, Damevski, K., y Shepherd, D. C. (2018). Detecting Plagiarism Based on the Creation Process. IEEE Transactions on Learning Technologies, 11(3), 348–361. https://doi.org/10.1109/TLT.2017.2720171
Sohrabi, Z., Ghasemzadeh, M., y Salehi, L. (2018). Psychometric Analysis Scale of Attitude toward Plagiarism Based on the Theory of Planned Behavior in the Students of Iran University of Medical Sciences. Journal of Medical Education Development, 10(28), 53–64. https://doi.org/10.29252/edcj.10.28.53
Soto Rodríguez, A. (2012). El plagio y su impacto a nivel académico y profesional. e-Ciencias de la Información, 2(1), 1–14. https://doi.org/10.15517/eci.v2i1.1213
Uzun, A. M., y Kilis, S. (2020). Investigating antecedents of plagiarism using extended theory of planned behavior. Computers & Education, 144, 103700. https://doi.org/10.1016/j.compedu.2019.103700
Downloads
Published
How to Cite
Issue
Section
License
By submitting the paper, the authors assign the publication rights to the journal Edutec. For its part, Edutec authorises its distribution as long as its content is not altered and its origin is indicated. At the end of each article published in Edutec, the citation procedure is indicated.
The management and editorial board of Edutec Revista Electrónica de Tecnología Educativa do not accept any responsibility for the statements and ideas expressed by the authors in their work.
Translated with www.DeepL.com/Translator (free version)
