Self-Plagiarism Research Literature in the Social Sciences: A Scoping Review

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dc.contributor.authorEaton, Sarah Elaine
dc.contributor.authorCrossman, Katherine
dc.date.accessioned2018-06-18T20:10:52Z
dc.date.available2018-06-18T20:10:52Z
dc.date.issued2018-06
dc.description.abstractSelf-plagiarism is a contentious issue in higher education, research and scholarly publishing contexts. The practice is problematic because it disrupts scientific publishing by over-emphasizing results, increasing journal publication costs, and artificially inflating journal impact, among other consequences. We hypothesized that there was a dearth of empirical studies on the topic of self-plagiarism, with an over-abundance of editorial and commentary articles based on anecdotal evidence. The research question was: What typologies of evidence characterize the literature on self-plagiarism in scholarly and research journals? We conducted a scoping review, using the search terms “self-plagiarism” and “self-plagiarism” (hyphenated), consulting five social sciences research databases, supplemented by a manual search for articles, resulting in over 5900 results. After removing duplicates and excluding non-scholarly sources, we arrived at a data set of 133 sources, with publication dates ranging from 1968 to 2017. With an interrater reliability of over 93% between two researchers, our typological analysis revealed 47 sources (34.3%) were editorials; 41 (29.9%) were conceptual research (including teaching cases); 16 (11.7%) were editorial responses; 12 (8.6%) were secondary research; and only 8 sources (5.8%) were primary research. There is little guidance in the available literature to graduate students or their professors about how to disentangle the complexities of self-plagiarism. With primary and secondary research combined accounting for 14.4% of overall contributions to the data set, and primary research constituting only 6% of overall contributions, we conclude with a call for more empirical evidence on the topic to support contributions to the scholarly dialogue.en_US
dc.description.grantingagencyUniversity of Calgary - Research Granten_US
dc.identifier.citationEaton, S. E., & Crossman, K. (2018). Self-plagiarism research literature in the social sciences: A scoping review. Interchange: A Quarterly Review of Education, 1-27. Retrieved from https://rdcu.be/YR5u doi:https://doi.org/10.1007/s1078en_US
dc.identifier.doihttps://doi.org/10.1007/s1078en_US
dc.identifier.grantnumber10015164en_US
dc.identifier.urihttp://hdl.handle.net/1880/106763
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.hasversionPost-printen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.subjectself-plagiarismen_US
dc.subjectplagiarismen_US
dc.subjecttext recyclingen_US
dc.subjectscoping reviewen_US
dc.subjectgraduate studentsen_US
dc.subjectprimary researchen_US
dc.subjectsecondary researchen_US
dc.titleSelf-Plagiarism Research Literature in the Social Sciences: A Scoping Reviewen_US
dc.typejournal articleen_US
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