My grade, my right: linking academic entitlement to academic performance
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.
KeywordsAcademic entitlement Academic outcomes Grade estimation Personality Family influence
Compliance with ethical standards
Conflict of interest
The authors declare that they have no conflict of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of Middlesex University Dubai Ethics Committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from all individual participants included in the study.
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