![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This study measured the level of academic entitlement in college students using a performance promotion goal questionnaire, an academic entitlement group norm questionnaire, a cultural value orientation questionnaire, and an academic entitlement questionnaire, with 297 college students. The research findings of this study could be used to identify teachers’ behavior and class situation factors that could significantly predict the academic entitlement of college students. The academic entitlement group norm could be regarded as a normative mechanism affecting the relationship between individualism and academic entitlement, as well as between performance promotion goals and academic entitlement. Finally, the research results were discussed, and relevant suggestions were proposed for schools, teachers, and future research.
References
Section:
|
Achacoso, M. V. (2002). What do you mean my grade is not an A? An investigation of academic entitlement, causal attributions, and self-regulation in college students (Unpublished doctoral dissertation). Retrieved from http://repositories.lib.utexas.edu/handle/2152/2486 Google Scholar | |
|
Adams, J. S. (1965). Inequity in social exchange. In Berkowitz, L. (Ed.), Advances in experimental social psychology (Vol. 2, pp. 266-300). New York, NY: Academic Press. Google Scholar | Crossref | |
|
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. Google Scholar | Crossref | ISI | |
|
Ames, C., Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267. Google Scholar | Crossref | ISI | |
|
Anderman, L. H. (2003). Academic and social perceptions as predictors of change in middle school students’ sense of school belonging. Journal of Experimental Education, 72, 5-22. Google Scholar | Crossref | ISI | |
|
Anderman, L. H., Anderman, E. M. (1999). Social predictors of changes in students’ achievement goal orientations. Contemporary Educational Psychology, 24, 21-37. Google Scholar | Crossref | Medline | ISI | |
|
Bagozzi, R. P., Yi, Y. (1988). On the evaluation of structural equation models. Academy of Marketing Science, 16, 76-94. Google Scholar | Crossref | |
|
Bentler, P. M. (1988). Theory and implementation of EQS: A structural equations program. Newbury Park, CA: Sage. Google Scholar | |
|
Birenbaum, A., Sagarin, E. (1976). Norms and human behavior. New York, NY: Praeger. Google Scholar | |
|
Browne, M. W., Cudeck, R. (1993). Alternative ways of assessing model fit. In Bollen, K. A., Long, J. S. (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage. Google Scholar | |
|
Campbell, W. K., Bonacci, A. M., Shelton, J., Exline, J. J., Bushman, B. J. (2004). Psychological entitlement: Interpersonal consequences and validation of a self-report measure. Journal of Personality Assessment, 83, 29-45. Google Scholar | Crossref | Medline | ISI | |
|
Chen, X. P., Wasti, S. A., Triandis, H. C. (2007). When does group norm or group identity predict cooperation in a public goods dilemma? The moderating effects of idiocentrism and allocentrism. International Journal of Intercultural Relations, 31, 259-276. Google Scholar | Crossref | ISI | |
|
Chowning, K., Campbell, N. J. (2009). Development and validation of a measure of academic entitlement: Individual differences in students’ externalized responsibility and entitled expectations. Journal of Educational Psychology, 101, 982-997. Google Scholar | Crossref | ISI | |
|
Cialdini, R. B., Reno, R. R., Kallgren, C. A. (1990). A focus theory of normative conduct: Recycling the concept of norms to reduce littering in public places. Journal of Personality and Social Psychology, 58, 1015-1026. Google Scholar | Crossref | ISI | |
|
Ciani, K. D., Summers, J. J., Easter, M. A. (2008). Gender differences in academic entitlement among college students. Journal of Genetic Psychology, 169, 332-344. Google Scholar | Crossref | Medline | ISI | |
|
Cordell, R. M., Lucal, B., Morgan, R. (2004). Quick hits for new faculty: Successful strategies by award winning teachers. Bloomington: Indiana University Press. Google Scholar | |
|
Crocker, J., Wolfe, C. T. (2001). Contingencies of self-worth. Psychological Review, 2001, 593-623. Google Scholar | Crossref | |
|
Greenberger, E., Lessard, J., Chen, C., Farruggia, S. P. (2008). Self-entitled college students: Contributions of personality, parenting, and motivational factors. Journal of Youth and Adolescence, 37, 1193-1204. Google Scholar | Crossref | ISI | |
|
Haberstroh, S., Oyserman, D., Schwarz, N., Kühnen, U. (2002). Is the interdependent self a better communicator than the independent self? Self-construal and the observation of conversational norms. Journal of Experimental Social Psychology, 38, 323-329. Google Scholar | Crossref | ISI | |
|
Hofstede, G. (1980). Culture’s consequences. Beverly Hills, CA: Sage. Google Scholar | |
|
Hogg, M. A., Abrams, D. (1988). Social identifications: A social psychology of intergroup relations and group processes. London, England: Routledge. Google Scholar | |
|
Hong, F. Y., Chiu, S. L., Cheng, K. T. (2012). The study of academic entitlement: Development of measurement scale and the relationships between relational variables among Taiwan university students—Eight colleges in north and central Taiwan as an example. Journal of Educational Research and Development, 8, 141-174. Google Scholar | |
|
Hu, L. T., Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. Google Scholar | Crossref | ISI | |
|
Iacobucci, D. (2008). Mediation analysis. Thousand Oaks, CA: Sage. Google Scholar | Crossref | |
|
Insko, C. A. (1985). Conformity and group size: The concern with being right and the concern with being liked. Personality and Social Psychology Bulletin, 11, 41-50. Google Scholar | SAGE Journals | ISI | |
|
Jackson, D. L., Singleton-Jackson, J. A., Frey, M. P. (2010). Report of a measure of academic entitlement. American International Journal of Contemporary Research, 1(3), 53-65. Google Scholar | |
|
Juvonen, J., Murdock, T. B. (1995). Grade-level differences in the social value of effort: Implications for self-presentation tactics of early adolescents. Child Development, 66, 1694-1705. Google Scholar | Crossref | Medline | ISI | |
|
Kopp, J. P., Zinn, T. E., Finney, S. J., Jurich, D. P. (2011). “I can’t believe she gave me a C!” Measuring entitlement in higher education. Measurement and Evaluation in Counseling and Development, 44, 105-129. Google Scholar | SAGE Journals | ISI | |
|
Kramer, R. M. (1989). When the going gets tough: The effects of resource scarcity on group conflict and cooperation. In Lawler, E., Markovsky, B. (Eds.), Advances in group processes (Vol. 7, pp. 151-177). Greenwich, CT: JAI Press. Google Scholar | |
|
Landau, J., Meirovich, G. (2011). Development of students’ emotional intelligence: Participative classroom environments in higher education. Academy of Educational Leadership Journal, 15(3), 89-104. Google Scholar | |
|
Lippmann, S., Bulanda, R. E., Wagenaar, T. C. (2009). Student entitlement: Issues and strategies for confronting entitlement in the classroom and beyond. College Teaching, 57(4), 197-203. Google Scholar | |
|
Major, B. (1987). Gender, justice, and the psychology of entitlement. In Shaver, P., Hendrick, C. (Eds.), Sex and gender (pp. 266-300). Newbury Park, CA: Sage. Google Scholar | |
|
Major, B. (1989). Gender differences in comparisons and entitlement: Implications for comparable worth. Journal of Social Issues, 45(4), 99-115. Google Scholar | Crossref | ISI | |
|
Major, B. (1994). From social inequality to personal entitlement: The role of social comparisons, legitimacy appraisals, and group memberships. Advances in Experimental Social Psychology, 26, 293-355. Google Scholar | Crossref | ISI | |
|
Markus, H. R., Kitayama, S. (1991). Culture and self: Implications for cognition, emotion and motivation. Psychological Review, 98, 224-253. Google Scholar | Crossref | ISI | |
|
Patrick, H., Ryan, A. M., Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83-98. Google Scholar | Crossref | ISI | |
|
Pillutla, M., Chen, X. P. (1999). Social norms and cooperation in social dilemmas: The effects of context and feedback. Organizational Behavior and Human Decision Processes, 78, 81-103. Google Scholar | Crossref | Medline | ISI | |
|
Reinhardt, J. (2012). Conceptualizing academic entitlement: What are we measuring? (Unpublished thesis). University of Windsor, Windsor, Canada. Google Scholar | |
|
Ryan, A. M., Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38, 437-460. Google Scholar | SAGE Journals | ISI | |
|
Ryan, A. M., Pintrich, P. R. (1997). Should I ask for help? The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89, 329-341. Google Scholar | Crossref | ISI | |
|
Singer, E. (1981). Reference groups and social evaluations. In Rosenberg, M., Turner, R. H. (Eds.), Social psychology: Sociological perspectives (pp. 66-93). New York, NY: Basic Books. Google Scholar | |
|
Smetana, J. G., Campione-Barr, N., Metzger, A. (2006). Adolescent development in interpersonal and societal contexts. Annual Review of Psychology, 57, 255-284. Google Scholar | Crossref | Medline | ISI | |
|
Terry, D. J., Hogg, M. A. (1996). Group norms and the attitude–behavior relationship: A role for group identification. Personality and Social Psychology Bulletin, 22, 776-793. Google Scholar | SAGE Journals | ISI | |
|
Triandis, H. C. (1989). The self and social behavior in differing cultural contexts. Psychological Review, 96, 506-520. Google Scholar | Crossref | ISI | |
|
Triandis, H. C. (1995). Individualism and collectivism. Boulder, CO: Westview Press. Google Scholar | |
|
Triandis, H. C., Gelfand, M. J. (1998). Converging measurement of horizontal and vertical individualism and collectivism. Journal of Personality and Social Psychology, 74, 118-128. Google Scholar | Crossref | ISI | |
|
Triandis, H. C., Leung, K., Villareal, M., Clack, F. L. (1985). Allocentric versus idiocentric tendencies: Convergent and discriminant validation. Journal of Research in Personality, 19, 395-415. Google Scholar | Crossref | ISI | |
|
Triandis, H. C., McCusker, C., Hui, C. H. (1990). Multimethod probes of individualism and collectivism. Journal of Personality and Social Psychology, 59, 1006-1020. Google Scholar | Crossref | ISI | |
|
Turner, J. C. (1991). Social influence. Buckingham, UK: Open University Press. Google Scholar | |
|
Twenge, J. M. (2006). Generation me: Why today’s young Americans are more confident, assertive, entitled—And more miserable than ever before. New York, NY: Free Press. Google Scholar | |
|
Urdan, T. C., Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65, 213-243. Google Scholar | SAGE Journals | ISI | |
|
Urdan, T. C., Midgley, C., Anderman, E. M. (1998). The role of classroom goal structures in students’ use of self-handicapping strategies. American Educational Research Journal, 35, 101-122. Google Scholar | SAGE Journals | ISI | |
|
Walster, E., Walster, G. W., Berscheid, E. (1978). Equity: Theory & research. Boston, MA: Allyn & Bacon. Google Scholar | |
|
Wentzel, K. R. (1993). Motivation and achievement in early adolescence: The role of multiple classroom goals. Journal of Early Adolescence, 13, 4-10. Google Scholar | SAGE Journals | |
|
White, K. M., Hogg, M. A., Terry, D. J. (2002). Improving attitude–behavior correspondence through exposure to normative support from a salient ingroup. Basic and Applied Social Psychology, 24, 91-103. Google Scholar | Crossref | ISI |
