An analysis of university student academic self-entitlement: Levels of entitlement, academic year, and gender

<p>Academic self-entitlement is a rapidly increasing phenomenon that is becoming a problem in universities today. Self-entitled students expect high grades for minimal effort and tend to be highly demanding; they exhibit strong emotions when outcomes fail to meet their expectations. This type of student behavior increases the burden placed upon unprepared faculty, emphasizes performance goals rather than learning goals, and threatens to place the core values of education at stake. This study investigates whether relationships exist between student gender, year in school, and academic self-entitlement. University students were assessed using the Academic Entitlement Scale (Achacoso, 2002). A two-way MANOVA revealed significant differences by gender, with males more self-entitled than females. There also were significant differences by academic year in school, with students less self-entitled as they progressed from early undergraduate years to graduate school. There were no significant interactions for the effects of academic year in school and gender.</p>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Open Access Thesis

Discipline thesis:degree_discipline

Teacher Education

Year dc:date.available

2012

Author dc:creator

• Hartman, Tiffany Brook

Contributors dc:contributor

• Alane Starko, Ph.D.
• Patricia Pokay, Ph.D.
• Sylvia Jones, Ph.D.

• academic
• grades
• motivation
• service learning
• Education

Repository record dc:identifier

https://commons.emich.edu/theses/390

OAI identifier oai:identifier

oai:commons.emich.edu:theses-1758