Examinando el efecto del género y el nivel educativo en las razones percibidas por los estudiantes graduados de Inglés como lengua extranjera iraníes para cometer plagio
DOI:
https://doi.org/10.26817/16925777.769Palabras clave:
nivel educativo, género, estudiantes iraníes de inglés como lengua extanjera, plagioResumen
El presente studio tiene como propósito examinar el papel del género y nivel educativo de los estudiantes iraníes graduados de inglés como lengua extranjera para determinar las principales razones para cometer plagio desde su punto de vista. Para tal fin, se toma una muestra conveniente de 159 estudiantes de maestría y doctorado que participaron en el estudio. Para reunir los datos necesarios, un questionario tipo Likert con 32 preguntas fue administrado y los resultados fueron sujetos a un análisis multivariante de la varianza en dos vías. Los resultados indicaron que ni el género o el nivel educativo de los estudiantes ni el efecto de la interacción de estas dos variables tuvieron un efecto significativo sobre las razones para involucrarse en el plagio. La estadísitca descriptiva, sin embargo, mostró que las características personales y actitudinales de los estudiantes adquirieron una importancia primoridial comparado con otros factores. Esto puede ser señal de la intencionalidad del plagio entre los estudiantes iraníes de inglés como lengua extranjera, de este modo se sugiere la necesidad de tomar decisiones más informadas sobre como abordar este problema.
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