Academic Entitlement: Evidence for a Trait and a State

• In Event: Poster Session 18
  In Poster Session: College Student Learning and Outcomes Poster Session 1

Abstract

This study tested Academic Entitlement, evaluation appropriateness, and course rating expressed by 151 college students under three different conditions: one general academic context and two course specific contexts. Levels of entitlement beliefs and actions at the general context level were the best predictors of the same measures in course specific contexts, indicating a possible trait component. However, there were differences between levels of entitlement in general and specific course contexts, suggesting a situated component. Levels of entitlement beliefs and actions were not related to course characteristics, ratings nor to evaluation appropriateness. However, there was a high correlation between course rating and perceived evaluation appropriateness. These results suggest how an array of student perceptions might be the key to understanding entitlement.

Authors

• Marilla D. Svinicki, The University of Texas - Austin

• Jennifer Kay Leach, The University of Texas - Austin

• Laura Graciela Costello, SEDL

• Daniel A. Clark, The University of Texas - Austin