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My grade, my right : Linking academic entitlement to academic performance
Bertl, Bianca Andrzejewski, Denise Hyland, Lynda Shrivastava, Anita Russell, Douglas Pietschnig, Jakob
Bertl, Bianca
Andrzejewski, Denise
Hyland, Lynda
Shrivastava, Anita
Russell, Douglas
Pietschnig, Jakob
Abstract
The identification of determinants and correlates of academic entitlement is of particular interest for researchers and (academic) tutors alike. Whilst personality traits have been linked to academic entitlement in the past, the relative importance of familial influence remains unclear. Hence, to address this deficit, this study utilizes a sample of business and psychology undergraduates (N = 170) in the United Arab Emirates. Additionally, the impact of academic entitlement on students’ misestimation of coursework grades was assessed in a subsample of psychology undergraduates (N = 92). Multiple regression analyses revealed honesty–humility as the strongest predictor of academic entitlement, indicating lower entitlement of more honest students. In contrast, familial influences were unrelated to academic entitlement. Interestingly, higher entitled expectations were associated with larger overestimation of grades. Our findings indicate honesty–humility as an important driver of academic entitlement, whilst entitled expectations appear to be associated with misperceptions of students own academic performance.
Keywords
academic entitlement, academic outcomes, grade estimation, personality, family infuence
Date
2019
Type
Journal article
Journal
Social Psychology of Education: an international journal
Book
Volume
22
Issue
4
Page Range
775-793
Article Number
ACU Department
Institute of Child Protection Studies
Faculty of Education and Arts
Faculty of Education and Arts
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Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled