Chinese Authorial Identify: a Model for Scoring the Student Authorship Questionnaire

Joan Ballantine, Xin Guo, Patricia Larres, Miao Yu

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Abstract

This study explores authorial identity and plagiarism among Chinese students studying accounting and business in China by drawing on Pittam et al.’s [2009, “Student Beliefs and Attitudes about Authorial Identity in Academic Writing.” Studies in Higher Education 34 (2): 153–170] Student Authorship Questionnaire (SAQ). Chinese students’ attitudes to authorship and plagiarism are reported as being similar to those of UK students from the same disciplinary background. This finding challenges the traditional view that Chinese students, because of cultural influences, are less likely to take ownership of their writing and more accepting of plagiarism than Western students. The study also investigates the psychometric properties of the SAQ in the context of Chinese students and offers a distinct Chinese model for scoring the instrument which takes account of Chinese students’ approaches to writing and, in particular, reflects the paradox of the Chinese learner.

Original languageEnglish
Pages (from-to)1-13
JournalStudies in Higher Education
Early online date5 Jun 2017
DOIs
Publication statusE-pub ahead of print - 5 Jun 2017

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