Investigating the factors affecting pre-service teachers’ plagiarism behavior using ChatGPT: Relevance of fraud triangle theory and the theory of planned behavior

Abstract

This study investigates academic dishonesty associated with ChatGPT use, thereby aiming to help universities develop ethical guidelines and learning practices. Plagiarism via ChatGPT constitutes a serious academic issue for faculties, as they seek to eliminate its impact on learning. The literature reports that ensuring academic integrity is essential to helping students develop their knowledge and succeed academically. Therefore, this study explores the validity of fraud triangle theory and two variables from the theory of planned behavior to better understand plagiarism behavior and the intention to plagiarize using ChatGPT. A mixed-methods approach was consequently adopted in a sequential explanatory design. Thus, quantitative correlational research was conducted using ordinal logistic and multiple linear regression. Specifically, a self-reported survey was administered to collect quantitative data from 136 participants, while qualitative data were collected through interviews with students and instructors. The findings indicate that behavioral intention is a significant predictor of plagiarism behavior. Meanwhile, a set of variables comprising opportunity, incentives, rationalization, subjective norms, and moral obligation was found to predict both plagiarism behavior and the intention to engage in plagiarism. As a result, this study offers theoretical insights into plagiarism behavior within a learning context.