School of Foreign Languages and Literature, Beijing Normal University, Beijing 100875, China.
Int J Environ Res Public Health. 2023 Feb 13;20(4):3276. doi: 10.3390/ijerph20043276.
The topic of research ethics has attracted attention in Chinese higher education, especially with regard to the "crackdown" on plagiarism. Although higher education teachers have implemented various interventions intended to reduce such misconduct, academic malpractice continues to occur. However, few studies have investigated the emotional challenges that these teachers face when dealing with plagiarism and the emotional changes that they experience in the process of addressing such misconduct. To address this research gap, in the current study, interviews, focus group discussions, and teaching journals were employed to investigate the negative emotional experiences of university teachers with student plagiarism in the Chinese context. An inductive thematic analysis was conducted, followed by in-depth analyses. The findings highlighted the fluctuating emotional development of the participating teachers from an ecological perspective, and the influential factors associated with the mitigation of negative emotions for teachers facing challenging situations were examined. The results also highlighted the necessity of taking the initiative to strengthen and normalize academic integrity in tertiary institutions.
研究伦理这一议题在中国高等教育领域引起了关注，尤其是在打击学术不端行为方面。尽管高校教师已经采取了各种干预措施来减少这种不当行为，但学术不端仍时有发生。然而，很少有研究调查这些教师在处理剽窃问题时所面临的情感挑战，以及他们在处理这种不当行为过程中的情感变化。为了弥补这一研究空白，本研究采用访谈、焦点小组讨论和教学日志的方法，从生态的角度研究了中国高校教师处理学生剽窃问题时的负面情感体验。采用归纳式主题分析法进行深入分析。研究结果从生态的角度突出了参与教师情感的波动发展，同时还探讨了减轻教师在面临挑战性情境时负面情绪的影响因素。结果还强调了在高等教育机构中主动加强和规范学术诚信的必要性。
