Fig. 3: Participants’ attitudes for what they believe are the three most important reasons why researchers engage in research misconduct from a list of predefined options, including option “other”. | Humanities and Social Sciences Communications

Fig. 3: Participants’ attitudes for what they believe are the three most important reasons why researchers engage in research misconduct from a list of predefined options, including option “other”.

From: Do we achieve anything by teaching research integrity to starting PhD students?

Fig. 3: Participants’ attitudes for what they believe are the three most important reasons why researchers engage in research misconduct from a list of predefined options, including option “other”.The alternative text for this image may have been generated using AI.

Pre-test indicates responses immediately prior to the course on research integrity (a). Post-test indicates responses immediately after the course (b). Follow-up indicates responses after 3 months (c). Data are shown as number of participants. Participants are PhD students in the intervention group and Master students in the control group.

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