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

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

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)775-793
Number of pages19
JournalSocial Psychology of Education
Volume22
DOIs
Publication statusPublished - Sept 2019

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