Chinese graduate students’ perceptions of plagiarism: A mixed-methods study

Yunhua Shen, Guangwei Hu

Research output: Journal article publicationJournal articleAcademic researchpeer-review

Abstract

This paper reports on a mixed-methods study that utilized a convergent parallel design to examine Chinese graduate students’ knowledge of and stance on plagiarism in English academic writing. A sample of 183 master’s students from three broad disciplinary groupings at a major university in northeastern China completed a Perceptions of Plagiarism (PoP) survey, and another 13 graduate students participated in one-on-one semi-structured interviews. Quantitative and qualitative analyses revealed disciplinary differences in knowledge of subtle plagiarism, stance on plagiarism caused by inadequate academic ability and due to perceived low risks, and non-condemnatory attitudes toward plagiarism. There were also gender differences in knowledge of inappropriate referencing and attitudes toward plagiarism due to inadequate academic ability or perceived low risks. These results are interpreted in terms of training in English academic writing available, disciplinary knowledge-making practices, and gender characteristics. By way of conclusion, pedagogical implications are derived from the empirical results.

Original languageEnglish
Pages (from-to)197-225
Number of pages29
JournalAccountability in Research
Volume28
Issue number4
DOIs
Publication statusPublished - 2021

Keywords

  • disciplinarity
  • English academic writing
  • gender
  • graduate students
  • plagiarism

ASJC Scopus subject areas

  • Education
  • Library and Information Sciences

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