The Influence of Locus of Control on Plagiarism Prevention by College Teachers
Bibliographic record
Abstract
Academic integrity misconduct plagues higher education institutions, causing faculty to experience discouragement toward plagiarism prevention and detection (Doró, 2014; Thomas, 2017). While some faculty recognize a lack of knowledge about what constitutes plagiarism (Doró, 2014; Jeffrey & Dias, 2019), others cite the lack of communication of institutional policies in place (Thomas, 2017). Yet, research shows that an individual's perception of a situation has a significant impact on their motivation and behaviors (Bandura, 2019; Weiner, 2001). From this perspective, if personal perception influences the spheres of someone’s work (Montgomery et al., 2010), it is pertinent to question the role played by his or her locus of control. This theoretical concept refers to a person’s beliefs of their control over life events and their outcomes, which could play in the prevention of plagiarism by College Teachers. During our presentation, we will expose the results of a content analysis based on 17 semi-structured interviews with College Teachers in the Canadian Province of Quebec. We will cover the perception of participants regarding their internal and external locus of control toward plagiarism situations occurring in their classrooms. Then, we will discuss how the COVID-19 pandemic, among other things, influenced the locus of control of participants. In addition to supplementing the knowledge around the concept of academic integrity, this presentation will provide avenues of exploration to better equip post-secondary educators to teach academic integrity.
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How this classification was reachedexpand
Direct model labels (unvalidated)
Per-model category and study-design labels from the labeling rounds. They are machine output, unvalidated, and the disagreement between models ships as data. No study design here is MEDLINE-validated yet.
| Model arm | Categories | Study design | Confidence |
|---|---|---|---|
| gemma | Research integrity Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Observational | low |
| gpt | Research integrity Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Observational | medium |
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedLabeled directly by 2 models reading the full record.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".