Corrective Measures (2022)
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The world relies on authentic research that guides legislation, policy formulations, and governmental and corporate actions. Therefore, researchers globally should be aware of academic integrity and publication ethics. This research delved into plagiarism that severely undermines any scientific study. It explores the relationship between adverse attitudes (attitudes that favor plagiarism) and plagiaristic behavior. We probed deeper into the theories of planned behavior, reasoned action, and ethical theories of rational self-interest, cultural acceptance, and deontology to propose corrective measures as an intervention to reduce adverse attitudes and plagiaristic behavior. Upon empirical testing of the said propositions through two studies (Study 1, n1 = 2609; Study 2, n2 = 2678), we ascertained a significant negative relationship between corrective measures and adverse attitudes and corrective measures and plagiaristic behavior. We also empirically examined the mediating effect of adverse attitudes on the relationship between corrective measures and plagiaristic behavior. The results confirm the mediation model, in which academics subjected to corrective actions reported reduced plagiaristic behavior through reduced adverse attitudes. The findings further the literature on plagiarism and provide crucial implications for managing plagiaristic behavior among academics. The study also provides specific corrective actions that educational administrators should initiate to ensure academic integrity.
Furthermore, studies conducted in India display strategies for avoiding plagiarism and are not specific to academics. Further, none of the studies have cantered research considering the impact of employing corrective measures that discourage pro-plagiaristic attitudes or adverse attitudes and, consequently, academic plagiaristic behavior. We define an adverse attitude as an attitude that considers plagiarism a common authentic practice and a related belief that no wrong is committed if plagiarism is practiced. Academic misconduct emancipates from weak directives and even more inadequate enforcement. Corrective measures include various actions that make a real impact on improving the deviant attitude of stakeholders from the very beginning.
This study focused on comprehending plagiarism and its elements by linking behavioral and ethical theories to plagiaristic behavior. We developed an instrument capturing the corrective measures institutions and authorities should undertake to discourage plagiarism. We also employed a scale to measure adverse attitudes and plagiaristic behavior. We have conducted the data collection exercise in two waves - from January to August 2019 and February to September 2021. In the present research, we determined whether employing corrective measures would reduce adverse attitudes. We have also ascertained whether the negative association between corrective measures and adverse attitudes would reduce academic plagiaristic behavior. More specifically, the present study made two contributions. We first established an association between corrective measures and adverse attitudes. Here, we addressed the hypothesis by positing that strengthening corrective measures ameliorates adverse attitudes. Second, we theorized that adverse attitude mediated the negative relationship between corrective measures and plagiaristic behavior. Further, we made a theoretical contribution by suggesting that there could be a significant decline in plagiaristic behavior when institutions and authorities undertake corrective measures to reduce adverse attitudes.
The literature on the subject does establish an association between corrective actions and adverse attitudes. We could also see discussions about what corrective measures could do to reduce plagiaristic behavior. However, no study discusses the apparent relationship between the need to enforce corrective measures and what impact it will have on the deviant behavior of academics. Therefore, we propose to study the following hypotheses that will establish a direct association between the constructs and provide much-needed clarity on the actions that can be subsequently taken to reduce the prevalence of plagiarism in the academic domain (Fig. 1).
We first tested the relationship between corrective measures and plagiaristic behavior without the mediator adverse attitude. We found a significant negative relationship between corrective measures and plagiaristic behavior (β = -0.373, t = 15.253, p < 0.001). Therefore, we further introduced the mediator in the model to test whether adverse attitude has a mediating effect on the relationship between corrective measures and plagiaristic behavior.
Finally, we fulfill our third hypothesis and establish that adverse attitude mediates the relationship between corrective measures and plagiaristic behavior (H3). The present study furnishes another contribution by indicating that as adverse attitude of the academics is abated essentially due to stressing upon corrective measures, plagiaristic behavior is also reduced routing towards research integrity.
The present study recognizes the sources of plagiarism and that corrective measures deter plagiaristic behavior among academics. With corrective measures in place, academics perform genuine work. We conducted two studies to test the hypotheses and understand adverse attitudes' role on plagiaristic behavior. The research reports that an adverse attitude is positively associated with plagiaristic behavior. Hence, a need remains to mold the adverse attitude of academics who consider plagiarism acceptable. Once academics register a decline in their adverse attitudes that enervates plagiarism, this plagiaristic behavior can be brought under control, making way for trustworthy, robust, and meticulous research. The present study also confirms that corrective measures lead to a reduction in the plagiaristic behavior of academics. As mentioned previously, it also accords with cultural relativism theory and subjective norms. Students are taught or indirectly infer that some data or information is authentic and legitimate if taken from an external source. This ideology is then taken to their research later in life. Therefore, corrective measures detailing what constitutes plagiarism and how institutions deal with it ensure that attitudes towards pro-plagiaristic behavior and perceived norms are sufficiently molded to deter plagiaristic behavior.
Another intriguing theoretical contribution of this research is the underpinning of the mediating role of adverse attitudes between corrective measures and plagiaristic behavior. Change in adverse attitudes via persuasion could change the academic community and research. Such revelation will extend the theory of reasoned action wherein persuasion will become attainable as corrective measures are in place already and enrich the significance of the path of yielding plagiarism-free research. Furthermore, an engaging insight, in theory, is the gender multi-group analysis that states that females are more likely to reduce plagiarized work with attitudinal change brought in due to corrective measures.
A change in the research culture can bring radical attitudinal change. A shift in attitude is required when there is a confirmation of the adverse attitude. For an attitudinal change to happen, we recommend strengthening and reinforcing corrective measures. For instance, introducing a compulsory course on what entails academic integrity in the undergraduate and graduate curriculum can definitively impact how students perceive plagiarism and what can happen if they falter. Secondly, many academic misconducts go unnoticed as peers, colleagues, or even peer reviewers' let go' of the situation. These stakeholders do not want to harm their co-workers, mainly because it is a norm to protect the wrongdoers. Agencies like journals, publication houses, and universities would do well if they brought out clear plagiarism directives and acted strictly in cases of grave defaults. Journals generally report the wrongdoing to the concerned university where the person works or studies, and then the universities take requisite actions. Such actions after the confirmation of guilt should be timely and well broadcasted to bring a sort of deterrent. Therefore, we emphasize the stakeholders, viz., funding authorities, journals, and professional associations, to take cognizance of the fraud and act promptly and appropriately. Educational institutions should form anti-plagiarism committees and policies with heavy penalties. 59ce067264
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