My grade, my right: Linking academic entitlement to academic performance

Autor(en)

Bianca Bertl, Denise Andrzejewski, Lynda Hyland, Anita Shrivastava, Douglas Russell, Jakob Pietschnig

Abstrakt

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.

Organisation(en)

Institut für Klinische und Gesundheitspsychologie

Externe Organisation(en)

Australian Catholic University, Middlesex University Dubai

Journal

Social Psychology of Education: An International Journal

Band

22

Seiten

775-793

Anzahl der Seiten

19

ISSN

1381-2890

DOI

https://doi.org/10.1007/s11218-019-09509-2

Publikationsdatum

09-2019

Peer-reviewed

Ja

ÖFOS 2012

501004 Differentielle Psychologie

Schlagwörter

ASJC Scopus Sachgebiete

Developmental and Educational Psychology, Social Psychology, Sociology and Political Science

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/376573fd-fd9d-4cc8-a904-2ce87ab51827