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The Psychology of Plagiarism
Unformatted Document Text:  median value both principles and adaptability. 60 Scores have positively correlated with preferring an ethical act that failed over an unethical act that succeeded 61 and negatively correlated with cheating. 62 No published research could be found that tested Schlenker’s scale and collegiate plagiarism; the closest was a study that found the scale could predict whether college students had cheated in high school. 63 The only published study testing plagiarism and any integrity measure found a weak relationship, perhaps because the instrument used appears to have conceptualized integrity as a binary concept rather presume the respondent has integrity. 64 A second survey was created by using Schlenker’s Integrity Scale along with new questions about what people perceive to be the main reason plagiarism occurs and whether the offense was worthy of expulsion. The survey was distributed to students at two major universities in the fall of 2010. Because the Integrity Scale is scored as a total, 17 surveys that left one or more of the 18 questions blank were discarded. Some 124 surveys were conducted online for extra credit while 359 were distributed on paper in larger classes. The results between the two groups did not differ, so the responses (n = 483) were combined for analysis. Results Responses to the Integrity Scale were evaluated using logistic regression and a variable that was significant in the first study: perception that cheating was widespread on campus. The Hosmer-Lemeshow goodness of fit test affirms the validity of the model with a significance level above .05 (χ 2 = 11.86, df = 8, p = .16). As Table 2 indicates, respondents who scored higher on the Integrity Scale were less likely to have plagiarized

Authors: Lewis, Norman. and Zhong, Bu.
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median value both principles and adaptability.
 Scores have positively correlated with 
preferring an ethical act that failed over an unethical act that succeeded
 and negatively 
correlated with cheating.
 No published research could be found that tested Schlenker’s 
scale and collegiate plagiarism; the closest was a study that found the scale could predict 
whether college students had cheated in high school.
 The only published study testing 
plagiarism and any integrity measure found a weak relationship, perhaps because the 
instrument used appears to have conceptualized integrity as a binary concept rather 
presume the respondent has integrity.
A second survey was created by using Schlenker’s Integrity Scale along with new 
questions about what people perceive to be the main reason plagiarism occurs and 
whether the offense was worthy of expulsion. The survey was distributed to students at 
two major universities in the fall of 2010. Because the Integrity Scale is scored as a total, 
17 surveys that left one or more of the 18 questions blank were discarded. Some 124 
surveys were conducted online for extra credit while 359 were distributed on paper in 
larger classes. The results between the two groups did not differ, so the responses (
483) were combined for analysis.
Responses to the Integrity Scale were evaluated using logistic regression and a 
variable that was significant in the first study: perception that cheating was widespread 
on campus. The Hosmer-Lemeshow goodness of fit test affirms the validity of the model 
with a significance level above .05 (χ
 = 11.86, df = 8, p = .16). As Table 2 indicates, 
respondents who scored higher on the Integrity Scale were less likely to have plagiarized 

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