Motivation as a tool to avoid academic plagiarism: intervention guidelines

Abstract

According to numerous studies, the academic work carried out by university students shows that the teaching-learning process followed and the motivation that the students have, seems to be an aspect to be taken into account so as not to infringe on academic honesty/integrity. In this paper, the influence of motivation in the commission of academic plagiarism is described and analyzed qualitatively and quantitatively through an exploratory, descriptive and explanatory research. It includes the participation of 789 undergraduate and master students of studies in the field of Education, sample of non-probabilistic character, intentional and for convenience, through their answers to the Attribution Questionnaire for the Detection of Coincidences in Academic Works (CUDECO). The results show the importance of motivation as one of the strategies for the prevention of academic plagiarism. The conclusions focus on the proposal of guidance measures focused on motivation, in its relation to creativity as both a learning ability and teaching ability, understanding the role of teachers as a guide and guide to the teaching-learning process of students and the importance of taking them into account both in the type of academic work requested and in the evaluation of such work.