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Appendix 3（第3页）

Table3。Corresesofjudgments

Note:dsfortheesepartitswhoreceivedtheirhighschooledua;dsfortheesepartitswhoreceivedtheirhighschooledutheUS;CH-ALLstandsforalltheesepartits。

Ihe“Nments”displaysthehecaseswherethestudejudgments。“Miheminimumcorresesprovidedbythestudents;“Max”referstothemostcorresesprovidedbythestudents;“Meaheaveragenumberofcorresesprovidedbythestudents。Itwascalculatedbythesumofthecorresesofallthepartithegroupdividedbythetotalhepartithatgroup。Thatbeingsaid，forexample，theMinfortheAmeritswassix。Thismeansthat，amongthe17USpartits，theonewhoprovidedthefewestcmentsmadesixcmeendalltheothersmadeequaltoormorethansixcmeeheMaxforAmeritswaste，amongthe17USpartits，theonewhoprovidedthemostcorresesjudgedalltely。TheMeanfortheAmeripartitswaseight，meaningthate，everyAmeritmadeeightcments。ItwascalculatedbydividingthesumofeachAmerit’scorresesbythetotalheAmerits。

Takingallthe27esestudentsasagroup，thefewestcorreseswerefour;themostcorreseswereten;andtheaveragecorreseswereseven。Itbeseenthatboththehefewestandtheaveragecorresesofthe27esestudentsweremuchsmallerthaheAmerits，signifyingthediffereheuandingofplagiarismbetweewogroupsofstudents。However，whentherespohefiveesestudeheirhighschooledutheUSarately，theresultsshowedthatthisgroupofstudentssuchhigher:thefewestcorreseswereeight;themostcorreseswereten;andtheaveragewashefiveesestudeedfrroup，theother22esestudentshadeveresponses:fourforthefewest;hemost;andsixe。ThissuggeststhattheAmerihighschooleduflueudents’judgmeionsofplagiarismandthat“despitevariousiuralgesandstruggles，mostesestudents。。。havemaosurvivethedemandsofthelearningeoadaptanddevelop”（Gu&Brooks，2008，p。340）。Oherhand，itsignalsthelastruplagiarisminesehighschools，otentiallycausedstudents’anddiffiuaionofplagiarism。However，weshouldbecautiouswheheseresultssiheheCH-USgroupisrelativelysmall。

3。3。2Students’judgmeencases

&swereaskedtojudgeifthetencaseswereplagiarism，andifthoseastableregardlessofthoseasbeingplagiarismornmentsareshowhetable，“Plagiarism”measjudgedthatcaseasplagiarism;“Acceptable”meassideredthataacceptable。“essrate”istheperberofthestudentswhomadethecmentforacase。Similartotheoverallrateanalysis，theesestudeheirhighschooledutheUSaingfromaesehighschoolarately;theresultsforthisanalysisareinTable5。

&udents’judgmentsontencases

Table5。esestudents’judgmentsvis-à-viswheretheyattendedhighschool

Note:dsfortheesepartitswhoreceivedtheirhighschooledua;dsfortheesepartitswhoreceivedtheirhighschooledutheUS。“Plagiarism”aable”arenotmutuallyexclusivesismayjudgeonecaseasplagiarismyetstillsideritacceptable。

Whenaskedifhiriowritethepaperlagiarism，alltheAmeritsagreedandthoughtthatthistable。Similarly，mostesestudents（92。6%）alsothoughtthatalagiarismandfoundituable。However，twoesestudelagiarism。Thereasoheydidnotthisomethingf，asshowheatofoerviewee:

Ithinkthat[hiriowritethepaper]isnotplagiarism。。。becausehiremeanspaymht?SoIwillpaythewriter。Idon’tstealhispaper。Healsogotprofits，too。IfIsaer，aolefromhim，aeacherasmyoer，thatisplagiarism。（StudentC9）

Thisatrevealedthatsomestudentshaddiffereandingsofplagiarism。

&ofthecaseofusingwordsthathavebeegdisplayedadisthedAmerits。MostAmerits（64。7%）believedthatsualagiarism，andthoughtituable。versely，esestudeheoppositeopinion—onlynine（33。3%）ofallthe27esepartitsjudgedittobeplagiarism。Moreover，oftheswhojudgeditasplagiarism，sixsidereditacceptableeveitlagiarism。AlookatthefivestudeheirhighschooledutheUSyieldedmresults。Althoughthree（60%）ofthemjudgeditplagiarism，havingasimilarcorreseratetotheirAmeriterparts（64。7%），theyhadverydifferentattitudestotability;thatis，allofthefivebelieveditacceptableeventhoughtheyklagiarism。Thismayindicateafar-reaflueheemphasisoionineselearningculture。Manyscholarshaveremarkedonthis。Martin（2012）hasudentsfromAsianbadsteermslike‘Itissaid。。。。’aideais。。。’withoutmentiohorspecifically。。。sarenotrequiredbecausealloftheknowledgethatsi]book”（p。264）。Shei（2005）said，“Intermstowrite，[ese]studentsareencedaimesrequired）toreadandmemorizeportionsofclassicalworksaheir”（p。98）。Thefollowingwordsfromanintervierovideaclearerpictureofthis。

Ina，whenweuseafamousseofthetimewe’trememberwhosaidthatinwhichessaysaidthat。Butwememorizedthequoteverywellbecauseoureseteacherrequiredustoremembermanypoemsaifulessays。Inourexam，weareaskedtowritethosememorizedpoemsaoo，butwee。Also，riteapositiohewritiion]，ifweusesomeofthosesentenswithoutg，wearenot[accusedof]plagiarizing。Ihinkweareknowledgeable，aeacherwillgiveusahighgrade。（StudentC21）

Whenlookis’judgmentsonthecasesof“other’sarticlesbygthesourcewithoutusingquotationmarks”and“paraphrasingwordsfromother’sarticlesbygthesourcewithoutquotationmarks，”itwasfoundthatesestudehosewhoattendedhighsa，werefusedaboutthosetwocases。Theessratesofjudgmentswerelow，suggestingthattheylackedthekgrequiresquotationsmarkshrasi。

Regardiherbideaswithoutgthesourceisplagiarism，88。2%oftheAmeritsand100%ofthefiveesestudentswhofinishedhighstheUSsidereditplagiarism，whileonly50%oftheother22esestudeasplagiarism。Thismaybeexplaihestudents’ats:

Bideasisean，ritiiveessaysinhighschool，weofiosupportourpositiohinkenoughreasons，soweBaidu[equivalenttoGoogle]formorereasons。Whehoseideasinouressay，weeaotsaidthatwaswrong。。。EvenifnowyoutellmeIe，Idonotknowhowtociteit。（StudentC9）

TheesestudeeddiffereionsofplagiarismfromtheAmerits;heless，gthecasesthatare“blatantg”（Peoreseriouscases，theyhadsimilarjudgmentsandattitudes。Whenaskedif“aterialsalmostwordforwordfromaurningitinasone’soasplagiarism，96。3%oftheesestudentssidereditplagiarismandthusuable。However，inothercases，theymayhaveexhibitedsomemisuanding。Notonlydidtheesestudeeaboutaandingofplagiarism，butAmeritsdidso，too。Forexample，inthecaseswithoutusingquotationmarks”and“gasourcethat’snotactuallyread，”thecorreseratewasonly64。7%。Therefore，pariswithAmeritsdoesAmeritsarethebenchmark;theyhavesomemispers，too。AmorereasonabletodrawmaybethatAmerits，haviediernacademige，aremorefamiliarwiththeWesternnotionofplagiarism。

3。4Students’attitudestiarism

gthediffereweendAmerits’persofplagiarism，peoplemaybetemptedtodrawthethatthesetwogroupsofstudentswouldalsoexhibitdifferentattitudestiarism。However，resultsfromthisstudyshowedtheopposite，asillustratedinTable6。

&udents’attitudestiarism

&yofthestudeudents（59。3%）audents（64。7%）alike，heldtheopinionthatplagiarismshoulded，asoudeed，

Ithinkitisalluablebecauseitistakingsomeoneelse’sworkandsayingthatitisyourownwork。Thisislyingandsinceythroughmradeitshouldn’tbedoA2）

&herearemaswhobelievedthatsomeplagiarismshouldbetolerated。Whekindofplagiarismcouldbetoleratedierview，alltheaplagiarizingwithoutself-ess，ortoputitashouldbetoleratedifthepersondidoplagiarize，butdiditatlyoruionally。Thefollotsprovidethedetails。

Someshouldbetoleratedbecausetheremaybesomereasoimes，likemaybesomepeettowritethequotationmarksoudentC10）

lagiarismisanissuegmorality，allAmeritsahinkingplagiarismis“stealingandprofitihatisnotyours”（StudentA2）。Similarly，mostesestudents（88。9%）sideredplagiarismamoralissue，too。Thisistwiththeresultsofthestudiesductedbyotherscholars，whofoundthatmoststudentsthinkplagiarizingism（Bamford&Sergiou，2005;Song-Turner，2008）。However，therewerethreeesestudentswhoheldadifferentopiudewokindsofopiwasthatwhetherplagiarismwasamoralissueorhesituation，asexpressedbyoerviewee:

&[plagiarism]isamoralissuedepeitcauses—ifsomeoneiofinishhomeworkorwritediaryforhimself，thiswon’tharmtheauthor，thenitisnotamoralissue;butifhecopiesorusesother’sworkorideaainhisoer，Imean，academicpaper，thisisamoralissue。（StudentC10）

&heropinion，heldbyohatplagiarismwasnotamoralissue。Theiransayhelpclarifyhisthought:

Ithinkitisjustpeoplebeihknowledge。Iesternscholarsrequireustocitebutthewell-ksorseverrequiredustocitethem。Theywritepoemsandgoodessaysforthepublic，thesodeventheheheirsenteneverquote，butpeoplehotheauthoris。（StudentC24）

Thisialthoughmostesestudents，likeAmerits，siderplagiarismm，therearesomeesestudentshavingavagueideaoftextownershipandauthorshipthatmayhavebeeheeselearniingstyle。