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The University of Leeds describes plagiarism as;

presenting someone else's work, in whole or in part, as your own. Work means any intellectual output, and typically includes text, data, images, sound or performance. (University of Leeds, 2017)

To expand on this, you are able to use content from other sources within your work however, it must be cited. The absence of a citation is plagiarism. This also applies to incorrect or incomplete citations. Something which is often overlooked is self plagiarism. This describes when you repurpose your work, data images etc, without referencing this.

University of Leeds (2017) Academic  Integrity and Plagiarism. Accessed 24 November 202. Available at: https://library.leeds.ac.uk/info/1401/academic_skills/46/academic_integrity_and_plagiarism/2

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Plagiarism is defined as taking someone else's work or ideas and passing them off as one's own. For example writing about a particular finding from a psychology journal article and not citing or referencing the psychologist. In doing so, credit would not be given to the psychologist who conducted the study and you would be inferring that the findings are your own work.

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What further advice could be given to a university exam board to help reduce exams and coursework cheating?

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What further advice could be given to a university exam board to help reduce exams and coursework cheating?

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One piece of advice could be to advise universities not to excessively remind students of the penalties of cheating in exams.
A study by Lueger (1980) involved participants watching either a relaxing movie or an arousing movie and then had the chance to cheat during an exam. Findings showed that when participants had watched the relaxing film, only 43% cheated. However, in the arousing film condition, 70% of participants cheated in the exam. It is shown that arousal is a short term situational effect. This supports the idea that arousal can lead to people not being able to regulate their behavior and thus, being more likely to cheat.
Being constantly reminded of the consequences, regulations and rules results in a form of arousal for students and reducing this may be effective in discouraging cheating in exams.

Lueger, R. J. (1980). Person and situation factors influencing transgression in behavior-problem adolescents. Journal of Abnormal Psychology, 89, 435-458

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Plagiarism can be detected in numerous ways, at the University of a Leeds lecturers are able to detect plagiarism themselves because they are familiar with the knowledge and ideas presented. If information is not cited correctly the lecturer would pick up on this as the researcher/publisher needs to be credited it cannot pass off as your own work.

Furthermore the research supervisor can pick up on plagiarism as they “will be aware of the literature within your area of research”. Because of this they can easily identify if ideas have been copied and not credited or something has been copied and pasted whilst not including quotation marks.

‘Turn it in’ is an online programme which is able to identify if any text is copied word from word or extremely similar and then matches  it with the source it has been copied from.

Academic integrity and plagiarism. Library.leeds.ac.uk. (2020). Retrieved 24 November 2020, from https://library.leeds.ac.uk/info/1401/academic_skills/46/academic_integrity_and_plagiarism/3.

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Pro social behaviour is referred to as behaviour which an individual conducts with the intention of benetifitiing others within society in order to meet social norms and expectations. (Bierhoff,H.W. 2002) stated that there is a correlated link between social values and our behaviour in which we act according to them.

Consequently, we may produce this type of behaviour within an educational insitituon. Whilst completiting your degree and work assigned to you, it is easy to plagiarise upon the thought of producing socially acceptable behaviour and benefiting others. You may compare your original work to previous work conducted by another person and then copy if believed that is has not been written in the best possible way. You may feel that your work is mor ebenefitial if it has been backed up by another person (but not citied) however it has the opposite affect.

On the other hand pro social behaviour could actually do the opposite as people obey to the rules of plagiarism thus producing more successful work which could benefit the future of psychological research.

Bierhoff, H. W. (2002). Prosocial behaviour. Psychology Press.

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Plagiarism can be avoided by keeping track of what sources you use throughout writing your piece of work. For example, make a note of all websites, articles, textbooks ect. that you have read for information. Another way plagiarism can be avoided is by making sure all quotes and references are made correctly.

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What further advice could a social psychologist give to a university exam board to help reduce exam and coursework cheating?

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What further advice could a social psychologist give to a university exam board to help reduce exam and coursework cheating?

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Another piece of advise that could be give to universities to reduce cheating in exams and coursework is for lecturers to be enthusiastic in lectures.
A study using 266 Hungarian full time university students, 152 female 114 male, found that students were less likely to cheat in exams if their teacher was enthusiastic. The participants completed a questionnaire which asked about things such as eye contact, facial expressions, gestures, body movements, word selection, vocal delivery (pitch, speech rate etc.) and general energy level of their teachers. This study found that seven times more students reported cheating when their teacher was standing and sitting down during teaching the whole course compared to those whose teachers were smiling and used hand gestures and mimicry. This demonstrates how enthusiastic teachers can reduce cheating in exams.
Wade, B., & Stinson, R. (1993). Student Cheating: Understanding And Prevention. NACTA Journal, 37(2), 13-20. Retrieved November 24, 2020, from http://www.jstor.org/stable/43765153

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Anything worth winning is worth cheating for’’? Determinants of cheating behavior among business and theology students
sample of 850 such students from a large German university.
Used anonymised surveys outside of class
The fraud triangle

Incentive includes student’s perceived competitive pressure, or pressure to perform in the study subject, which could constitute a strong incentive to cheat (Eisenkopf 2009) show that the workload and pressure not to fail affect cheating tendencies in exams (Kouchaki and Desai 2015).
Results
Subject choice had no significant effect on cheating behaviour whatsoever.
Catholic theology and business students display equally fraudulent tendencies  and show significantly higher individual cheating behaviour than Protestants do, in fact Catholics displaying the highest tendency to cheat .
Theology students and business students do not necessarily differ as regards the linkages between control variables, peer sanctions faced, or peer cheating observed, and students’ individual cheating behaviour but cheating behaviour is driven by the pressure to and university sanctions.
Second, theologists decrease cheating significantly more in face of university sanctions than business students do.
Business students are motivate dto cheat due to what they can gain whereas theologists are primarily concerned with avoiding costs in in terms of social stigma obtained through being officially sanctioned
The findings explain previous contradictory results in the literature by highlighting the underlying economic reasoning in cheating decisions, and help foster, promote, and fine-tune incentive and control schemes in the context of discouraging cheating strategies in academia.