By understanding the factors that impact how different people think, feel, or act, psychologists can gain insight that will allow them to predict how individuals are likely to behave in certain situations. One construct that has received recent attention in relation to personality is entitlement. A small number of studies have previously found relationships between specific personality traits and several narrow conceptualizations of entitlement. However, these studies have consistently studied entitlement from the perspective of a maladaptive trait that is closely tied to narcissism. Therefore, the current study examined the relationship between the Big Five Personality Traits and two different conceptualizations of psychological entitlement. A Pearson’s product-moment correlation was run to assess the relationship between each of the Big Five Personality Traits and entitlement as measured by the PES and the three factors of the EAQ (Active Entitlement, Passive Entitlement, and Revenge Entitlement). Extraversion was high for the PES and Active Entitlement but low for Revenge Entitlement, while Agreeableness was high for Passive Entitlement but low for Revenge Entitlement and the PES. Revenge Entitlement and PES show some overlap as maladaptive traits that are characterized by low Agreeableness. Revenge Entitlement emerged as the component of entitlement that was most closely associated with the Big Five Personality Traits, showing negative relationships will all of the personality traits except for Neuroticism.

The responsibility to provide individuals the tools necessary to be productive members of society has been the province of K-12 education. Viewing the equitable distribution of educational opportunities visà-vis a social justice lens helps to explain the obstacles to achieving the above stated goal. Yet, the providers of said tools, teachers, are leaving the K-12 education system at an alarming rate. Some of these teachers choose to continue as educators, but in a different educational arena, as full-time faculty in institutions of higher education. In response to this phenomenon and to better understand why K-12 teachers are transitioning out of K-12 education, a phenomenological study was conducted to explore the lived experiences of K-12 teachers who made a career transition and became full-time university faculty members.

A small body of prior research that utilises a unidimensional conceptualisation of psychological entitlement suggests that individuals with a more internal locus of control and higher levels of self-efficacy tend to have lower levels of entitlement. However, prior research has not explored how locus of control and self-efficacy interact to predict entitlement using a multidimensional conceptualisation of entitlement. In the current quantitative research study, the researchers sought to explore the interaction between locus of control and general self-efficacy in predicting the multiple dimensions of psychological entitlement. A nationwide sample of 316 adult participants from the United States completed an anonymous survey measuring locus of control, self-efficacy, and entitlement. A hierarchical multiple regression indicated that general self-efficacy and locus of control significantly predict active and revenge entitlement, but there were no significant interactions between the predictor variables. Individuals with higher general self-efficacy demonstrated lower levels of active entitlement and higher levels of revenge entitlement. Individuals with a more external locus of control demonstrated lower levels of both active and revenge entitlement. No significant relationships were found for the traditional maladaptive conceptualisation of entitlement or passive entitlement.

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