Rational Ignorance in Education: A Field Experiment in Student Plagiarism

43 Pages Posted: 25 Jan 2010

See all articles by Thomas S. Dee

Thomas S. Dee

Stanford University - School of Education; National Bureau of Economic Research (NBER)

Brian Jacob

Harvard University - Harvard Kennedy School (HKS); National Bureau of Economic Research (NBER)

Date Written: January 2010

Abstract

Despite the concern that student plagiarism has become increasingly common, there is relatively little objective data on the prevalence or determinants of this illicit behavior. This study presents the results of a natural field experiment designed to address these questions. Over 1,200 papers were collected from the students in undergraduate courses at a selective post-secondary institution. Students in half of the participating courses were randomly assigned to a requirement that they complete an anti-plagiarism tutorial before submitting their papers. We found that assignment to the treatment group substantially reduced the likelihood of plagiarism, particularly among student with lower SAT scores who had the highest rates of plagiarism. A follow-up survey of participating students suggests that the intervention reduced plagiarism by increasing student knowledge rather than by increasing the perceived probabilities of detection and punishment. These results are consistent with a model of student behavior in which the decision to plagiarize reflects both a poor understanding of academic integrity and the perception that the probabilities of detection and severe punishment are low.

Suggested Citation

Dee, Thomas S. and Jacob, Brian, Rational Ignorance in Education: A Field Experiment in Student Plagiarism (January 2010). NBER Working Paper No. w15672. Available at SSRN: https://ssrn.com/abstract=1540957

Thomas S. Dee (Contact Author)

Stanford University - School of Education ( email )

Stanford, CA 94305-3096
United States

National Bureau of Economic Research (NBER)

1050 Massachusetts Avenue
Cambridge, MA 02138
United States

Brian Jacob

Harvard University - Harvard Kennedy School (HKS) ( email )

79 John F. Kennedy Street
Cambridge, MA 02138
United States
617-384-7968 (Phone)
617-496-5747 (Fax)

National Bureau of Economic Research (NBER)

1050 Massachusetts Avenue
Cambridge, MA 02138
United States

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