Predicting Plagiarism Among Doctoral Students in L2 Academic Writing: Integrating Publishing Experience Into Theory of Planned Behavior as a Moderator

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Abstract

With 426 doctoral students from a public university in China, this study examined predictors of plagiarism in English academic writing using extended theory of planned behavior that integrated publishing experience as a moderator. Structural equation modeling and multigroup analysis based on measurement invariance test were employed to conduct data analysis. Results show that students' plagiarism engagement was directly predicted by plagiarism intentions, which, in turn, were shaped by plagiarism attitudes, subjective norms, and perceived behavioral control. Besides, subjective norms directly predicted plagiarism engagement, whereas perceived behavioral control did not. Additionally, publishing experience negatively moderated the influences of plagiarism intentions and negative plagiarism attitudes on plagiarism engagement. Implications are generated for effective solutions to doctoral students' plagiarism in L2 academic writing.

Authors

• Liang Huang, Southeast University

• Delin Kong, Huazhong University of Science and Technology

• Min Zou, Beijing Institute of Technology