Psychometric evaluation of the Student Authorship Questionnaire
A Confirmatory Factor Analysis Approach
Bibliographic Data
| ID | 4097765 |
|---|---|
| Authors | Joan Ballantine (0000-0002-2946-9609, University of Ulster, corresponding author), Xin Guo (0000-0002-7465-9356, University of the West of Scotland), Patricia Larres, Patricia McCourt Larres (Queen's University Belfast) |
| Year | 2015 |
| Volume | 40 |
| Issue | 4 |
| Pages | 596-609 |
| Publication date | 2015-04-21 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2013.835910 |
| OpenAlex | W2056770986 |
| Language | EN |
| Citations received | 6 |
| References cited | 29 |
This research provides new insights into the measurement of students' authorial identity and its potential for minimising the incidence of unintentional plagiarism by providing evidence about the psychometric properties of the Student Authorship Questionnaire (SAQ). Exploratory and confirmatory factor analyses (EFA and CFA) are employed to investigate the measurement properties of the scales which comprise the SAQ using data collected from accounting students. The results provide limited psychometric support in favour of the factorial structure of the SAQ and raise a number of questions regarding the instrument's robustness and generalisability across disciplines. An alternative model derived from the EFA outperforms the SAQ model with regard to its psychometric properties. Explanations for these findings are proffered and avenues for future research suggested
Confirmatory factor analysis · Exploratory factor analysis · Psychometrics · Statistics · Structural equation modeling · Academic integrity and plagiarism · Applied Psychology · Auditing, Earnings Management, Governance · Clinical Psychology · Psychology · Social Psychology
Development and validation of the questionnaire on EFL students’ perceptions of authorial stance in academic writing
Preservice Teachers’ Perception of Plagiarism
Approaches to learning and contract cheating
Development and validation of the Student Attitudes and Beliefs about Authorship Scale
Academics' understandings of the authorial academic writer
Chinese authorial identity
Multivariate data analysis
The Scientific Use of Factor Analysis in Behavioral and Life Sciences
Writing and Identity
A Review of Scale Development Practices in the Study of Organizations
Humble servants of the discipline? Self-mention in research articles
Applications of Structural Equation Modeling in Psychological Research
Relationships between subject matter characteristics and the structure and output of university departments.
The characteristics of subject matter in different academic areas.
Cutoff criteria for fit indexes in covariance structure analysis
‘We Do Not Seem to Have a Theory … The Theory I Present Here Attempts to Fill This Gap’
Factor Analytic Evidence for the Construct Validity of Scores
Laboratory Life
Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity
Factors Influencing Four Rules For Determining The Number Of Components To Retain
‘Nowhere has anyone attempted … In this article I aim to do just that’
In Other (People's) Words
Genre Analysis
Development and validation of an inventory to assess processes in college composition
Dyslexia, authorial identity, and approaches to learning and writing
Student beliefs and attitudes about authorial identity in academic writing
How approaches to teaching are affected by discipline and teaching context
Guilty in whose eyes? University students' perceptions of cheating and plagiarism in academic work and assessment
Authority and invisibility
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2017 - 2025 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |