Academic Entitlement and Its Potential Educational Consequences: A Scoping Review

Abstract

Academic* N3 entitle* (expanders to map subject headings and search full-text OFF)

Pharmacy faculty experiences with student academic entitlement: a multinational study from the Arab world

“…This study is the first in the Arab world to conduct an analysis of AE perceptions and experience among pharmacy faculty, and the first multinational study addressing this issue among faculty from the Arab countries. The identification of AE characteristics and faculty views is important in the context of how this affects educational outcomes in pharmacy colleges, and what remediating measures are needed to reduce influences of AE on teaching and learning [ 10 ]. This is especially important with recent findings of high AE scores among pharmacy students in the Arab World and the negative impact of these scores on student professionalism [ 19 ].…”

“…Several definitions of AE have been proposed [ 4 , 7 – 9 ], and they reflect beliefs by students that some reward, unjustified by academic achievement, is deserved, like expectation of a higher grade for effort, or that the student should not be faced with failing a major course in their main area of study. Other AE beliefs imply a diminished role for personal responsibility in academic achievement, suggesting that students fail to recognize their personal role in success, but rather consider failure to perform well academically a reflection of the quality of teaching or resources [ 10 ]. Academically entitled students believe that it is the instructor’s responsibility to propel them through the class, constantly make them aware of upcoming due-dates, or even track those with difficulties to offer extra assistance.…”

Academic entitlement and Ratemyprofessors.com evaluations bias student teaching evaluations: Implications for faculty evaluation and policy-lenient professors’ occupational health

“…Individuals high in AE also reported greater intention to improve the evaluations of professors who provide policy exemptions. Even though academically entitled individuals are not officially considered university customers, they tend to view themselves as such [ 57 , 58 ] and therefore their behavior may be consistent with that of entitled consumers. When entitled consumers receive the treatment that they believe they deserve, they typically remain loyal to the customer service provider [ 59 ].…”

Loneliness, gratitude, and entitlement among Israeli and Polish college students: A serial mediation model

“…Therefore, students high on active entitlement may attribute their success not only to their own efforts but also to others' helpful efforts, which may result in students' greater appreciation and gratefulness (McCullough, 2002). The shared experience of active entitlement and gratitude may, thus, allow students to be more responsive to others and take full advantage of available social opportunities such as study groups, online student forums and groups, peer mentoring and tutoring (Kinne et al, 2022), thus reducing loneliness. Students high on academic entitlement, on the other hand, may feel less appreciative and grateful for the assistance they receive, as they believe that unrelated to their effort, they are entitled to these benefits (Fromuth et al, 2019;Kinne et al, 2022).…”

“…Although active entitlement may shape academic entitlement, these two types of entitlement reflect different relationships with the social environment. Active entitlement is associated with self-reliance in pursuing goals, whereas academic entitlement refers to expectations that the social environment should fulfill one's needs and goals (Kinne et al, 2022). Consequently, these two types of entitlement are likely to have distinct relationships with loneliness.…”