Abstract
Plagiarism appears to be a common problem among college students, yet there is little evidence on the effectiveness of interventions designed to minimize plagiarism. This study presents the results of a field experiment that evaluated the effects of a web-based educational tutorial in reducing plagiarism. We found that assignment to the treatment group substantially reduced the likelihood of plagiarism, particularly among student with lower SAT scores who had the highest rates of plagiarism. A followup survey suggests that the intervention reduced plagiarism by increasing student knowledge rather than by increasing the perceived probabilities of detection and punishment.
- Received November 2010.
- Accepted May 2011.
This article requires a subscription to view the full text. If you have a subscription you may use the login form below to view the article. Access to this article can also be purchased.
