As an unethical behavior, plagiarism refers to using other people’s words or ideas without appropriately acknowledging the source (Delvin & Gray, 2007). Numerous scholars from different parts of the world have attempted to get into the root of this problem by identifying the underlying factors which contribute to such academic misconduct. In a similar vein, the present study aimed at examining the role of gender and educational level of Iranian EFL graduate students in determining the main reasons for plagiarism commitment from their point of view. To this end, a convenient sample of 159 M.A. and Ph.D. students partook in the study. To gather the necessary data, a 32-item Likert-Type questionnaire was administered whose results were subjected to a two-way MANOVA. Results of the study indicated that neither the students’ gender or educational level nor the interaction effect of these two variables had any significant effect on the reasons for engaging in plagiarism. Descriptive statistics, however, showed that students’ personal and attitudinal characteristics took on paramount importance compared to other factors. This can signal the intentionality of plagiarism among Iranian EFL graduate students, thereby suggesting the need for making more informed decisions on how to deal with this problem.

中文翻译：

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检查性别和教育水平在伊朗 EFL 研究生抄袭中的作用

作为一种不道德的行为，剽窃是指在没有适当承认来源的情况下使用他人的文字或想法（Delvin & Gray, 2007）。来自世界不同地区的众多学者试图通过确定导致此类学术不端行为的潜在因素来探究这一问题的根源。同样，本研究旨在从他们的角度考察伊朗 EFL 研究生的性别和教育水平在确定剽窃承诺的主要原因方面的作用。为此，一个方便的样本 159 硕士和博士。学生参加了研究。为了收集必要的数据，进行了 32 项李克特型问卷，其结果经过双向 MANOVA。研究结果表明，学生的性别或教育水平以及这两个变量的交互作用对从事剽窃的原因均无显着影响。然而，描述性统计表明，与其他因素相比，学生的个人和态度特征具有最重要的意义。这可以表明伊朗 EFL 研究生抄袭的故意，从而表明需要就如何处理这个问题做出更明智的决定。