跨教育层次的学术诚信:在四个欧洲国家探索学生与灰色区域和不合规实践的接触
Mikkel Willum Johansen1, Mads Paludan Goddiksen2, Christine Clavien3
1Department of Science Education, University of Copenhagen, Copenhagen, Denmark.
PloS one
|March 4, 2026
概括
了解学术诚信是学生的关键. 这项研究表明,虽然高等教育提高了对抄袭的认识,但灰色区的做法仍然是各个层面的挑战,需要提高培训.
科学领域:
- 教育教育教育教育教育教育.
- 社会科学 社会科学 社会科学
- 心理学 心理学 心理学
背景情况:
- 学术诚信研究往往侧重于明确的作弊,忽视了细微的灰色区域实践.
- 在不同教育水平上对学术诚信的看法和行为进行比较很少.
- 了解诚信行为的演变对于培养道德学术至关重要.
研究的目的:
- 调查欧洲学生的概念和与不那么明确的学术诚信问题的接触.
- 为了比较这些感知和行为在高中,学士和博士学位的水平.
- 评估学术诚信培训对学生能力的影响.
主要方法:
- 一项针对来自丹麦,爱尔兰,葡萄牙和瑞士的3297名学生的大规模调查.
- 在三个教育水平 (高中,本科,博士学位) 收集的数据.
- 检查了与窃,协作和数据处理有关的灰色区域和不合规实践的感知和参与;使用描述性统计和回归分析.
主要成果:
- 更高的教育水平显示出更好的识别和较低的参与与抄袭相关的不合规行为.
- 在协作实践和数据收集/分析方面进展不那么明显.
- 很大一部分博士生承认有疑问的数据实践;识别灰色区域问题的能力仍然很低,并没有随着教育水平的提高而提高.
结论:
- 目前的学术诚信培训可能不足,特别是在灰色地带实践方面.
- 需要采取更全面的方法,解决更广泛的可疑行为范围,而不仅仅是抄袭.
- 教育干预应量身定制,以改善对学术诚信的理解和实践,跨越其各个维度和教育水平.
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