Active learning strategies, goals, values, self-efficacy and thus study motivation are all thought to affect the depth of student engagement with their work. Plagiarism is a common problem and must reflect a shallow level of student engagement. Cognitive perspectives on learning and teaching should consider how variations in attentional control might be implicated in both study motivation and plagiarism. This study aimed to elucidate the relationship between these variables, with the intention of informing learning and teaching practices. Increased self-efficacy, active learning strategies and learning values were robustly related to a more negative attitude towards plagiarism. Attentional control was unrelated to attitudes towards plagiarism, but was robustly related to increased self-efficacy and active learning strategies. Research concerning how both active learning and self-efficacy are affected by attentional control processes should be instrumental in improving teaching techniques. Increasing students’ active learning and self-efficacy during their degree should prove to be of particular utility when developing plagiarism interventions.

中文翻译：

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主动学习策略和学业自我效能感与注意力控制和对抄袭的态度有关

积极的学习策略、目标、价值观、自我效能感以及学习动机都被认为会影响学生参与工作的深度。抄袭是一个常见问题，必须反映学生参与程度的浅薄。关于学习和教学的认知观点应该考虑注意力控制的变化如何与学习动机和抄袭有关。本研究旨在阐明这些变量之间的关系，旨在为学与教实践提供信息。自我效能感的提高、积极的学习策略和学习价值观与对抄袭的更消极态度密切相关。注意控制与对抄袭的态度无关，但与提高自我效能和主动学习策略密切相关。关于注意力控制过程如何影响主动学习和自我效能的研究应该有助于改进教学技术。在开发剽窃干预措施时，提高学生在学位期间的主动学习和自我效能应该被证明是特别有用的。