文献类型：期刊文献

英文题名：Chinese authorial identity: a model for scoring the Student Authorship Questionnaire

作者：Ballantine, Joan[1];Guo, Xin[2];Larres, Patricia[3];Yu, Miao[4]

第一作者：Ballantine, Joan

通讯作者：Ballantine, J[1]

机构：[1]Ulster Univ, Sch Business, Dept Accounting, Room 03C23,Jordanstown Campus,Shore Rd, Newtownabbey BT37 0QB, Antrim, North Ireland;[2]Univ West Scotland, Sch Business & Enterprise, Hamilton, Scotland;[3]Queens Univ, Sch Management, Belfast, Antrim, North Ireland;[4]Beijing Union Univ, Coll Business, Beijing, Peoples R China

第一机构：Ulster Univ, Sch Business, Dept Accounting, Room 03C23,Jordanstown Campus,Shore Rd, Newtownabbey BT37 0QB, Antrim, North Ireland

通讯机构：[1]corresponding author), Ulster Univ, Sch Business, Dept Accounting, Room 03C23,Jordanstown Campus,Shore Rd, Newtownabbey BT37 0QB, Antrim, North Ireland.

年份：2018

卷号：43

期号：12

起止页码：2385-2397

外文期刊名：STUDIES IN HIGHER EDUCATION

收录：;Scopus(收录号：2-s2.0-85020237005);WOS:【SSCI(收录号:WOS:000451593300018)】；

语种：英文

外文关键词：Authorial identity; plagiarism; approach to writing; Chinese paradox; Student Authorship Questionnaire

摘要：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.