James Elander|Gail Pittam|Joanne Lusher|Pauline Fox|Nicola Payne
Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity
University of Derby|Anglia Ruskin University|London Metropolitan University|University of West London|Middlesex University
students poorly developed authorial identity may risk unintentional plagiarism instructional intervention designed specifically improve authorial identity delivered 364 psychology students three post1992 universities london uk evaluated beforeandafter measures beliefs attitudes academic authorship using student authorship questionnaire changes questionnaire scores showed intervention led significantly increased confidence writing understanding authorship knowledge avoid plagiarism topdown approaches writing significantly decreased bottomup pragmatic approaches writing understanding authorship knowledge avoid plagiarism pragmatic approaches writing significant intervention year study interaction effects showed greatest improvements among year one undergraduates direct evaluative feedback showed 86 students believed intervention helped avoid plagiarism 66 believed helped write better assignments postintervention focus groups revealed changed student understandings authorial identity academic writing results show interventions help students avoid unintentional plagiarism adopting authorial roles academic writing research could explore influences authorial identity examine impact authorial identity interventions outcome indicators