Academic Entitlement Research Articles

A serial mediation model reveals the association between parental over-protection and academic entitlement among nursing students

The study aims to explore the influence of parental over-protection on academic entitlement of nursing students, and examine the mediating roles of external locus of control and psychological entitlement. The study sampled two medical universities in Guizhou and Yunnan provinces, China. Participants were nursing students in grades one to four (N = 1003; mean age = 19.51 years; 81.95% female). Using a structural equation model, we examined the mediating effect of external locus of control and psychological entitlement on parental over-protection and academic entitlement. The results show that there was a significant correlation between all variables, and external locus of control and psychological entitlement played a serial mediating role between parental over-protection and academic entitlement. Our findings suggest that academic entitlement of nursing students can be reduced by adjusting parental rearing behaviors, reducing students’ psychological entitlement, and teaching them how to form a healthier attribution style.

Immorality on Campus: Declining Values Among Students in Higher Education Institutions

South African society is currently experiencing a breakdown of morals, which is negatively impacting not only communities but also teaching and learning in Higher Education Institutions (HEIs). There appears to be a widespread lack of respect for authority, accountability, and good manners among students, who often display rudeness, laziness, dishonesty, and disrespect towards academic staff. These observations indicate a moral crisis in HEIs, which is closely linked to students’ reluctance to embrace positive values such as respect, tolerance, obedience, and punctuality. The article aimed to investigate the reasons behind students’ display of negative values, focusing on disrespect, dishonesty, and a sense of academic entitlement. Data were gathered through observations and participant interviews, revealing several reasons why students tend to adhere to negative values over positive ones. One recommendation is to introduce values education into university curricula, if not already present. Additionally, universities should explicitly define their values and communicate them to both staff and students, encouraging all parties to work towards restoring moral integrity in HEIs.

Academic Entitlement among Filipino College Students: Exploring the Influence of Narcissism, Locus of Control, and Family Functioning

Academic entitlement (AE) denotes an expectation of academic success without corresponding effort, reflecting an entitlement mentality prevalent among students. This study focuses on assessing AE prevalence among Filipino undergraduate students in the Cavite region and its association with key predictors: narcissism, internal and external locus of control, and family functioning. The researcher collected data online from 500 undergraduate students using established measurement scales like the Narcissistic Personality Inventory-16, Internal-External Locus of Control Short Scale-4, McMaster Family Assessment Device, and Academic Entitlement Scale. The relationships among these variables were examined by employing path analysis via the SMART PLS computer application. The analyses reveal that narcissism and external locus of control significantly contribute to AE, highlighting the influence of inflated self-perceptions and reliance on external factors in shaping entitlement attitudes. Conversely, internal locus of control and family functioning show no significant association with AE in this context. Beyond academia, the findings suggest broader implications for the educational landscape in the Philippines. Unchecked AE poses risks to educational quality and student progress, demanding proactive measures. In conclusion, the study emphasizes the need for ongoing exploration of AE within the Philippine context, accompanied by policy recommendations and program interventions to address its impact effectively.

Testing an intervention to reduce academic entitlement.

Testing an intervention to reduce academic entitlement.

Supplemental Material for Testing an Intervention to Reduce Academic Entitlement

Supplemental Material for Testing an Intervention to Reduce Academic Entitlement

Do factual rehearsal, emotion reflection, or instructor acknowledgment increase academic performance and academic entitlement?

Do factual rehearsal, emotion reflection, or instructor acknowledgment increase academic performance and academic entitlement?

Pharmacy faculty experiences with student academic entitlement: a multinational study from the Arab world

Academic Entitlement (AE) is the expectation by students to receive high grades or preferential treatment without significant effort. Exploring AE from faculty perspective has not been investigated in Arab colleges of pharmacy. The aim of this study was to explore experiences and perceptions towards student AE among pharmacy faculty in the Arab World. A cross-sectional, self-administered, anonymous, electronic survey was sent to pharmacy faculty across pharmacy colleges in Arab countries. The survey collected demographic data, an AE measure including 17 items reflecting seven AE components, and faculty perceptions and perceived reasons for AE. A total of 345 responses were collected. The AE level was moderate (46.05 ±7.29), and the highest scores among its components were for customer service expectation (62%) and responsibility avoidance (59%). In multiple linear regression, AE showed positive significant association with faculty in clinical pharmacy departments and those having fewer years of experience. Most common complaints heard by faculty from students were requests to turn in assignments late (90%), while the most common communication issues faculty faced with students were unprofessional verbal communication (58%) and unprofessional messages on social media (57%). Poor admission criteria (40%) and existence of multiple private colleges of pharmacy (37%) were the most common perceived reasons for AE by participating faculty. This study reveals moderate AE experienced by pharmacy faculty in the Arab World, as well as common complaints, communication issues, and AE reasons. In collaboration with other stakeholders, faculty play an important role in indicating expectations from students regarding AE, and research is warranted to check if such interventions reduce AE among pharmacy students.

Academic entitlement and Ratemyprofessors.com evaluations bias student teaching evaluations: Implications for faculty evaluation and policy-lenient professors’ occupational health

This study explored relationships between academic entitlement (AE) and Ratemyprofessors.com (RMP) use. It also investigated, while controlling for AE, if RMP evaluation positivity influences students' intentions to ask for policy exemptions, beliefs professors would provide them, intentions to reward and punish professors contingent upon provision of policy exemptions by improving or lowering their student teaching evaluations, and intentions to evaluate and reenroll with professors. Following exposure to RMP evaluations, participants (n = 320) rated their intentions and beliefs toward a fictional professor. They also completed an AE measure. AE was related to frequency of writing RMP evaluations as well as participants' intentions to ask for exemptions, beliefs they would receive them, and intentions to reward and punish professors. RMP evaluation positivity affected participants' intentions to ask for and beliefs they would receive policy exemptions as well as intention to evaluate and reenroll with professors. Effects did not differ by professor or student gender. Participants reported intention to improve the evaluation of professors who provide any policy exemption. This study's findings suggest that student attitudes related to AE and impacted by RMP evaluations have significant implications for professors' occupational health via requests for policy exemptions and the consequences of professors' responses to them. These findings also contribute to the body of evidence that student teaching evaluations do not exclusively measure teaching effectiveness. Similar to grade leniency, policy leniency may bias student teaching evaluations. These contribute to the ongoing discussion of the use of student teaching evaluations in faculty personnel decisions and underscore the need for robust approaches to professor evaluation.

Examining the validity and reliability of the academic entitlement scale in Turkish culture

This study aims to adapt the Academic Entitlement Scale to Turkish culture and examine the scale's measurement invariance according to gender. The study was conducted with 372 university students aged 18 and 54 (I = 20.90). The study used the Academic Entitlement Scale, Rosenberg Self-Esteem Scale, Narcissistic Personality Inventory, and Locus of Control Scale as data collection tools. Confirmatory factor analysis was performed to identify the construct validity of the scale. The measurement invariance of the scale according to gender was examined using multi-group confirmatory factor analysis. Correlations between research variables were analyzed with the Pearson Correlation Test. Cronbach's Alpha was performed to measure the internal consistency reliability of the study. As a result of the analyses, it was determined that academic entitlement was positively correlated with self-esteem and external locus of control. In addition, it was revealed that the externalized responsibility sub-dimension was positively correlated to narcissism. The research findings indicate that the scale is a valid and reliable measurement tool within Turkish culture.

Loneliness, gratitude, and entitlement among Israeli and Polish college students: A serial mediation model

AbstractLoneliness has recently been defined as a public health problem, and college students from various cultures are considered a vulnerable group. As college students must cope with new personal, social, and academic challenges, their perceptions regarding their entitlement from their environment, and their gratefulness for the assistance they receive, may make a unique contribution to their experience of loneliness. In the current study we examined the associations between loneliness, gratitude, and two types of entitlement (active and academic) among college students in two countries: Israel and Poland. A total of 313 Israeli students and 275 Polish students completed a series of questionnaires. The results indicated that Israeli students experienced lower levels of loneliness and academic entitlement, and higher levels of active entitlement and gratitude, in comparison to Polish students. The two types of entitlement and gratitude mediated the association between students' country and loneliness. Active entitlement predicted more gratitude, which predicted lower levels of loneliness. However, academic entitlement predicted lower levels of gratitude, which predicted more loneliness. Our focus on entitlement, gratitude, and loneliness offers insights into the understanding of the psychological and social dynamics among college students in two countries, with implications for theoretical understanding and intervention planning in higher education.

“I deserve better grades.” Compliance-gaining perspective of dark triad traits, power distance and academic entitlement in Chinese higher education

PurposeDark triad (DT) personality traits, that is, Machiavellianism, narcissism and psychopathy, are socially unenthusiastic and predict a range of antisocial behaviors. Academic entitlement, similarly, demonstrates the students’ rising temptation of higher grades without putting corresponding efforts. Based on coercion theory, this research investigated power distance as mediator between DT and academic entitlement (externalized responsibility and entitled expectations). Further, this study examined DT model of personality as a predictor of academic entitlement in Chinese higher education institutions (HEIs).Design/methodology/approachChinese HEIs were ascertained for data collection. Students (with bachelor’s, master’s and Ph.D. degrees) responded to 719 questionnaires for data analysis. Hypothesized relationships were examined through partial least squares structural equation model (PLS-SEM).FindingsThis study established positive and significant direct link between DT and academic entitlement. The indirect effect through power distance was found insignificant between the relationship of DT and academic entitlement.Originality/valueBased on coercion theory, this study extends the prevailing literature through unexplored effects of DT on academic entitlement and role of power distance in Chinese HEIs. This study validated the effect of DT on academic entitlement; however, direct-only no-mediation of power distance between the relationships is novel in Chinese HEIs. Moreover, power distance as mediator is novel between the relationships. Hence, this study provides an understanding of mentioned associations and contributes to the literature.

Academic Entitlement Among Pharmacy Students in the Arab World: A Multi-National Exploratory Study

ObjectiveThe study’s aim was to explore academic entitlement among pharmacy students in different pharmacy colleges in the Arab World and assess associated factors. MethodsThis study design was a cross-sectional survey. Data were collected using a self-administered electronic questionnaire posted across pharmacy college networks in 10 Arab countries (Egypt, Iraq, Jordan, Lebanon, Libya, Oman, Palestine, Qatar, Saudi Arabia, and United Arab Emirates). The electronic survey was administered through Qualtrics Survey Software, and its link was open from January 23, 2022 to May 13, 2022. The multiple linear regression measured the association between different predictors and the academic entitlement. ResultsA total of 2386 surveys were received from students studying in 10 different Arab countries. The majority of responding students were male and studying in a Bachelor of pharmacy program. Students reported an agreeable attitude in 4 areas: rewards for efforts, customer orientation, customer service expectation, and general academic entitlement. In accommodation, a neutral attitude was reported, while they reported a disagreeing attitude in the responsibility avoidance domain. In grade haggling, the 3 items of the domain had different attitudes. Only 3 factors had a significant negative association with student entitlement (professionalism, GPA, and year in the study program). ConclusionThe academic entitlement scores among pharmacy students in the Arab World were high and had a negative association with professionalism perceptions. This study finding is a call for pharmacy programs to consider the effect of academic entitlement on pharmacy education and to obtain in-depth evidence on its magnitude and associated factors.

Predictive Ability Of Moral Intelligence In Academic Entitlement Among University Students

This study aimed to investigate the predictive ability of moral intelligence in academic entitlement in Al al-Bayt University students and to determine its level among them. It also sought to determine whether differences in academic entitlement are attributable to gender, type of college, and academic level. Two measures were utilised to achieve the study objectives. A total of (404) male and female students were recruited for this study using the convenience sample method. The level of moral intelligence and academic entitlement was found to be high. The findings showed statistically significant differences in the level of academic entitlement attributed to the gender variable (females) and statistically significant differences in academic entitlement in the college variable (scientific colleges). However, no statistically significant differences were observed in the level of academic entitlement due to the academic level variable. Moral intelligence contributed to explaining (47.1%) of the variance in academic entitlement.

Higher education student engagement with online learning: the role of perceived value and academic entitlement

PurposeThe purpose of the study is to investigate the impact of perceived value and academic entitlement on the online engagement of university students. The mediating effect of technostress inhibitor and teacher behavior between perceived value, entitlement and student engagement was also examined.Design/methodology/approachThe study used a quantitative research methodology, with data collected through a survey of 304 undergraduate students from a public university in Bahrain.FindingsThe findings showed that perceived value and academic entitlement were significant predictors of online student engagement. At the same time, only technostress inhibitor was found to mediate those associations. An unexpected result was entitlement's positive and significant impact on student engagement.Practical implicationsUniversity decision-makers are strongly advised to enhance perceived value and support mechanisms for engagement, address technology-related concerns and improve teacher capacity and students' online learning experience.Originality/valueThe study makes a distinct contribution by investigating how perceived value, academic entitlement, technostress inhibitors and teacher behavior influence student engagement in the online higher education context.

Examining the relationship of depression and anxiety to academic entitlement, and the potential mediating role of mindfulness

ABSTRACT Higher Educational Institutions across disciplines have seen an increased number of students who are highly distressed over grades, and this distress is often accompanied by pervasive demands on academic staff. The current study explored the relationship between academic entitlement and mental health and how it is mediated by mindfulness. Participants completed three scales (academic entitlement, depression anxiety and stress, and mindfulness). Results showed that as symptoms of depression and anxiety increase, academic entitlement increases. Furthermore, this relationship is mediated by acting with awareness, a facet of mindfulness. Findings from the current study support the use of mindfulness interventions in potentially disrupting the link between academic entitlement and mental ill-health. Future directions are discussed.

Knowledge Sharing Self-efficacy and Academic Entitlement as Predictors of Research Competence among Postgraduate Students at the College of Education

Knowledge Sharing Self-efficacy and Academic Entitlement as Predictors of Research Competence among Postgraduate Students at the College of Education

Moderating role of academic motivation and entitlement between motives of students and academic achievement among university students.

The study examined the moderating role of academic motivation and academic entitlements between students' motives for communication with their instructors and their academic achievements. The descriptive cross-sectional study was conducted at the universities situated in Okara and Sargodha, Pakistan, from November 1, 2017 to November 9, 2018. Data were collected using the Students' Motives for Communicating with their Instructors Scale, Academic Motivation Scale and the Academic Entitlement Scale. Data were analysed using SPSS-23. There were 264 students. Academic motivation moderated the relationship between participation motive and academic achievement as well as the relationship between functional motive and academic achievement (p<0.05). Academic entitlement moderated the relationship between relational motive and academic achievement (p<0.05). High and moderate level of academic motivation enhanced the effect of students' relational and functional motive for communicating on academic achievement whereas low level of motivation reduced it. High, moderate and low level of academic entitlement enhanced the effect of relational motive on academic achievement. High level of academic entitlement reduced the effect of functional motive on academic achievement. High level of academic entitlement reduced the effect of functional motive on academic achievement whereas moderate and low level of academic entitlement reduced its effect.

Relationship of Academic Handicap, Cheating and Disruptive Behavior with Happiness among School Children

Objective: To examine the association between academic handicap, cheating and disruptive behavior with happiness among school children. Study Design: A cross-sectional correlational study. Place and Duration: This study was conducted at Private and Government School settings of Faisalabad City, Pakistan from January November 2020 to December 2020. Methodology: A total of 100 school students (50 in each group) were divided in to either: a) students who were not academically handicap, or b) who were academically handicap. Assessment of academic handicap was labeled by their respective class teachers as per “Academic Entitlement Questionnaire”. “Attitude towards Cheating Scale” was administered to evaluate the level of Cheating Behaviors and “Subjective Happiness Scale” was used to measure the “Level of Happiness”. Results: In a total of 100 students, 60 (60.0%) were boys and 40 (40.0%) girls. Majority of the participants, 77 (77%) were students of 9th class while 665 (65.0%) participant’s mothers were uneducated. Correlational analysis showed that academic handicap had a significant positive relationship with level of cheating and academic handicap had a significant negative relationship with level of happiness. Cheating and disruptive behavior had a significant negative relationship with level of happiness. The results indicated academic handicap and cheating and disruptive behavior are significant predictors of happiness. Practical Implications: Academic handicap students have more chance of cheating and disruptive behavior. Conclusion: Academic handicap reduces the level of happiness among school students. Students with cheating and disruptive behavior also report low level of happiness. Academic handicap students have more chance of cheating and disruptive behavior. Keywords: Academic handicap, cheating, disruptive behavior, happiness.

The role of locus of control in mediating the relationship between nontraditional factors and academic entitlement

The current study further explored the relationship between nontraditional students and academic entitlement. Previous research has established that the presence of more nontraditional factors predicts lower levels of reported academic entitlement. The mechanisms responsible for this connection have not been explored though. The current study examined the impact of locus of control on the relationship between nontraditional factors and academic entitlement. Participants ( N = 332) were asked to report their status on seven nontraditional factors and then completed measures exploring locus of control, academic entitlement, work engagement, and academic motivation. Analyses revealed that nontraditional factors predicted lower levels of external locus of control and external locus of control was negatively correlated with academic entitlement. Evidence for partial mediation was found for this relationship. The impact of these findings on nontraditional students, retention, and academic interventions is discussed.

Psychological and Behavioral Predictors of Procrastination in Undergraduates

Utilizing previous work in personality theory, implicit theory of intelligence, goal orientation, and self-efficacy theory, we conducted this exploratory study to identify predictors of general procrastination tendencies among undergraduates. We analyzed a sample of 267 undergraduate students from introductory psychology courses at a public rural university. A standard multiple regression analysis using IBM SPSS Statistics was performed on 16 psychological variables and 1 behavioral variable to identify presence of predictive influence on the dependent variable of procrastination as measured by Lay (1986) for college student populations. Regression analysis revealed that the model achieved significance at predicting procrastination in undergraduate students, F(17, 249) = 14.73, p &lt; .001, r2 = .50, adj r2 = .47. The resultant model identified 4 significant predictors and 9 additional significant correlates, 7 of which were significant at p &lt; .01. Positive predictors included growth mindset beliefs (β=. 16, p = .003) and academic entitlement beliefs (β = .12, p = .023). Negative predictors included conscientiousness (β = –.55, p &lt; .001) and college student efficacy beliefs (β=– .17, p = .011). These findings are consistent with previous work and further support the roles and directional influences of conscientiousness, college student efficacy beliefs, and implicit theory of intelligence beliefs on procrastination, and add to the growing literature on academic entitlement beliefs.