In their own words: a qualitative study of the reasons Australian university students plagiarize
Abstract
The ways in which universities and individual academics attempt to deter and respond to student plagiarism may be based on untested assumptions about particular or primary reasons for this behaviour. Using a series of group interviews, this qualitative study gathered the views of 56 Australian university students on the possible reasons for plagiarism within their institution. The results indicate a wide and disparate range of possible contributing reasons for plagiarism, including: institutional admission criteria; student understanding of plagiarism; poor academic skills; a range of teaching and learning factors; personality factors; and external pressures. These findings are compared with other findings about reasons for student plagiarism in Australasia. The implications of these findings are considered for universities and individual academics seeking to better engage with their students to minimize or marginalize plagiarism.
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Students engage in unethical academic practices such as cheating and plagiarism when exposed to heavy workload.
“Devlin and Gray (2007) found that students engage in unethical academic practices such as cheating and plagiarism when they are exposed to heavy workload.”
From Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students (2024) · cites this paper as Devlin and Gray (2007)
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- Authors
- Devlin, M., & Gray, K.
- Affiliations
- The University of Melbourne (AU)
- Corresponding author
- Devlin, Marcia
- Venue
- Higher Education Research & Development
- Publisher
- Informa UK Limited
- Published
- 2007-06
- Volume
- 26
- Issue
- 2
- Pages
- 181-198
- ISSN
- 0729-4360 (ISSN-L)
- 1469-8366
- OpenAlex
- W2095327754
- Cited by
- 268
- References
- 18
- Citations by year
- 2026: 8 · 2025: 7 · 2024: 11 · 2023: 19 · 2022: 18 · 2021: 22 · 2020: 12 · 2019: 14 · 2018: 20 · 2017: 26 · 2016: 20 · 2015: 13 · 2014: 22 · 2013: 11 · 2012: 12
- FWCI
- 20.08
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Higher Education Research & Development (publishedVersion)
- Victoria University Research Repository (Victoria University) (submittedVersion)
- Minerva Access (University of Melbourne) (submittedVersion)
- Topics
- Social Sciences › Safety Research › Academic integrity and plagiarism
- Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
- Health Sciences › Health Professions › General Health Professions › Doctoral Education Challenges and Solutions
- Keywords
- student plagiarism, reasons for plagiarism, university students, academic integrity, academic skills, personality factors, external pressure, anti-plagiarism policies, student engagement
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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