Academic Entitlement For SWPA 2007

Academic Entitlement:
Predicting Students’
Inappropriate Behaviors
Karolyn Budzek
University of Oklahoma
Faculty Sponsor: Nicole Judice Campbell

Thanks to
Jenel Taylor Katrin Rentzsch

Shawn Singer Erin DeWitt
Chase Martin Amber Coombe
Sonal Malhotra Amalia Strothmann
Ryan Hill Asher Killian
“What do you mean you’re not giving
me an A – I came to every class!”
 Examples of student incivility in and

around the classroom
 arriving late to class and/or leaving early
 answering cell phones during lecture
 speaking rudely to the professor
 curtly-worded emails demanding notes from
a missed lecture
“What do you mean you’re not giving
me an A – I came to every class!”
 Predicting student incivility

 Students behave poorly in part because of the
impersonal nature of large classes.
 First-year students in particular may have a
lack of knowledge of what it takes to succeed
in college
 Stable individual difference / personality
Academic entitlement
 Expectation of academic success without
personal responsibility for achieving that
success
 Individual difference related to narcissism,
psychological entitlement
 Explains some of the variance in uncivil
student attitudes and behaviors
 e.g. demanding special consideration for a
late paper
AE1: Responsibility (13-item)
 The price of my tuition buys me course credit.
 It is ultimately my professors’ responsibility to
make sure that I learn the material of a
course.
 If I do poorly in a course and I could not make
my professor’s office hours, the fault lies with
my professor.
 For group work, I should receive the same
grade as the other group members regardless
of my level of effort.
AE2: Expectations (6-item)
 I expect my professors to make their
class notes available for me.
 I should never receive a zero on an
assignment that I turned in.
 My professors should reconsider my
grade if I am close to the grade I want.
Correlations between Academic Entitlement subscales of
Responsibility and Expectations and related variables across
two samples
Academic Entitlement
Responsibility Expectations
Psychological Entitlement Scale .374** .342**
Personal Self-Efficacy -.611** -.075, ns
Strategic Flexibility: Adaptive .073, ns -.110, ns
Strategic Flexibility: Irresolute .248** .271**
Strategic Flexibility: Inflexible .018, ns .211**
Narcissistic Personality Inventory .110* .188**
NPI: Entitlement/Exploitativeness .225** .182**
State-Trait Grandiosity Scale .162** .184**
Attitudes toward Forgiveness -.350** -.091, ns
Need for Cognition -.284** -.175**
Agreeableness -.320** -.017, ns
Conscientiousness -.381** -.089, ns
Rosenberg Self-Esteem Scale -.269** -.015, ns
two samples
two samples
two samples
two samples
two samples
two samples
two samples
two samples
 Creating a vignette measure
 Generated academic scenarios thought to evoke
entitled behaviors; students responded to open-
ended questions
 Selected open-ended statements thought to
capture a continuum of student responses
 Inappropriate and appropriate items as rated by
subject-matter experts (instructors)
 Vignette Measure: 4 vignettes, students

rate multiple response options for
 Likelihood you would engage in this behavior

Appropriateness of this behavior
Vignette measure
In one of your classes this semester, you check your
grade and see that it is just below the cutoff for a
higher grade.
In this situation, how likely is it that you would make the

following statements/thoughts?
Vignette measure
(Inappropriate responses)
 I would expect the professor to be a kind, gentle,
understanding person and bump me up
 If I came to class every time and tried, I think I

should get an A.
 I think the higher grade would be fair. I am very

concerned about my GPA, and a lot of my
teachers in high school were somewhat flexible
with grades
Vignette measure
(Appropriate responses)
 I would deserve the grade I earned throughout
the semester. I could have tried harder to get a
higher grade.
 I expect the professor to be fair and honest in his

or her grading and make no exceptions for
anyone.
 I would not expect a grade change. My idea of a

college professor is not that lenient.
Predicting Inappropriate Responses
 Variables considered as predictors
 Academic Entitlement (Expectations, Responsibility)
 Personal Self-Efficacy
 Strategic Flexibility
 Psychological Entitlement
 Outcome variables
 Likelihood of appropriate items
 Appropriateness of appropriate items
 Likelihood of inappropriate items
 Appropriateness of inappropriate items
Predicting Inappropriate Responses
 Likelihood of inappropriate items
 = .52 (Appropriateness) + .29 (Expectations)
+ .14 (Irresolute Strategies)
 R² = .575, F = 168.168, p <.001
 Appropriateness of inappropriate items

 = .35 (Expectations) + .21 (Responsibility)
+ .19 (Psychological Entitlement)
 R² = .302, F = 54.520, p <.001
Predicting Inappropriate
Responses
Irresolute
Likelihood Strategies
Expectations
Appropriateness
Responsibility
Entitlement
 The Academic Entitlement scale possesses
a reliable structure and predictive power
for self-reported behaviors.
 Student incivility is a problem, especially in
larger freshmen-level courses such as
Introductory Psychology.
 Understanding the predictors of student
incivility will inform best practices in
higher education.

Academic Entitlement For SWPA 2007

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Academic Entitlement:

Faculty Sponsor: Nicole Judice Campbell

Jenel Taylor Katrin Rentzsch

 Examples of student incivility in and

 Predicting student incivility

 Vignette Measure: 4 vignettes, students

In this situation, how likely is it that you would make the

 If I came to class every time and tried, I think I

 I think the higher grade would be fair. I am very

 I expect the professor to be fair and honest in his

 I would not expect a grade change. My idea of a

 Appropriateness of inappropriate items

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